Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Heather Perkins, North Carolina State University; Matthew Bahnson, North Carolina State University; Marissa A. Tsugawa, University of Nevada, Reno; Derrick James Satterfield, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Cheryl Cass, SAS Institute

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Diversity, NSF Grantees Poster Session

identity perceived their futures similarly [25].Identity-Based Motivation 1. Salient Identities as Predictors of Perceived Task Difficulty.​ This research paper examines the relationship between identity salience and task difficulty. Prior work found that students leverage researcher, scientist, and engineer identities when completing research tasks: this paper uses linear regression to test the salience (likelihood that identity will be leveraged in a given situation) of these identities as a predictor of task difficulty. Researcher identity salience was the strongest predictor of task difficulty, a relationship moderated by degree type (Master’s or Doctoral) [36].Graduate Student Experiences 1. Improving

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

courses complement thetraining provided by research mentors, ensure commonality and consistency of experiences ofstudents in a program, are effective in community and cohort development [4], [5], and can helpthem successfully overcome initial barriers and establish a path towards their academic andcareer goals [6].Challenges faced by first year graduate students play a significant role in their academic success[2]. Such challenges include making the academic transition to graduate studies, navigating newacademic cultures, assuming and navigating new responsibilities and identities as studentresearchers, and experiencing imposter syndrome. Community building and professionaldevelopment courses for graduate students in the early stages can help

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jean S. VanderGheynst, University of California, Davis; Colleen Elizabeth Bronner, University of California, Davis; Alin Wakefield, University of California, Davis

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Diversity, NSF Grantees Poster Session

. Reasons for attending included the need for motivation and addressingstruggles they were facing in their programs. These reasons point to challenges students facetransitioning to graduate school (e.g. balancing act). Students were reassured after attending thisworkshop that they possessed or could enhance the skills needed to persist and achieve successin graduate school.For the second PEGS21 cohort (entering Fall 2017), we applied first cohort feedback byencouraging the students to attend GradPathways workshops in pairs or groups as a means tofurther build community within the group. Time during seminar was also dedicated to eachparticipant sharing the two workshops they planned to attend. A list of these workshops andplanned attendees was

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lucy Arellano Jr., University of California, Santa Barbara

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Diversity, NSF Grantees Poster Session

of creating inclusive environments, providingsupportive role models and mentors, and addressing barriers to cultivate a strong STEM identityamong diverse student populations. STEM identity is a broad and evolving concept, and researcherscontinue to explore new aspects, interventions, and strategies to foster a positive STEM identityamong individuals. These endeavors seek to be inclusive of individuals with a variety of identitiesand past experiences, who can bring a diverse range of thought to STEM disciplines in order tocreate better outcomes and creative solutions (Rodriguez et al., 2019). Research on the transferpathways of community college students to four-year universities within STEM fields is crucial toensure successful transition

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Homero Murzi, Virginia Tech; Thomas Martin, Virginia Tech; Lisa D. McNair, Virginia Tech; Marie C Paretti, Virginia Tech

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Diversity, NSF Grantees Poster Session

questions thatexplore the role of disciplinary culture in engineering education. Participation by engineeringdepartments at partner universities will yield results grounded in a variety of institutionalcontexts.Consequently, the intellectual merit of this proposal lies in its ability to develop a theory todescribe relationships between disciplinary culture and the outcomes of engineering education;this theory can then inform targeted curricular interventions to enhance the innovative andcollaborative abilities of engineering students. This theory would have explanatory power for arange of characteristics of engineering students and programs, from the difficulties students facewhen dealing with unstructured, open-ended design problems, to the

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, California Polytechnic State University; Jonathan D. Stolk, Franklin W. Olin College of Engineering; Roberta J Herter, California Polytechnic State University

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NSF Grantees Poster Session

, students begin to demonstrate SDL in terms of questioning theworth or value of certain assignments and deciding for themselves if or how much effort to putin. Students also begin to see themselves as “in control” of their learning and development.Choice now includes topics for assignments or projects, teammates, and even project goals.Ability to reflect develops alongside autonomy and ownership, and sometimes the surveys orfocus groups themselves act as an “interventions” that enable students to reflect on theirdevelopment towards self-directed learning.While many factors play a role in the development of SDL, time not surprisingly seems to be afactor. Entering freshmen carry with them expectations from their K-12 experiences and thatrepeated

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Daniel Almeida, California Polytechnic State University, San Luis Obispo; Dominic J. Dal Bello, Allan Hancock College; Jeff Jones P.E., Cuesta College; Lizabeth L. Thompson, California Polytechnic State University, San Luis Obispo; Eva Schiorring, StemEval; Fred W. DePiero, California Polytechnic State University, San Luis Obispo; Christina Sholars Ortiz, Cuesta College

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Diversity, NSF Grantees Poster Session

to increase the number of low-income, academically talented students with demonstrated financial need who begin theirengineering education at two Hispanic-Serving California Community Colleges; transfer to ahighly-selective, predominantly white public institution; and then are retained in and graduatewith a B.S. degree in engineering, and enter the STEM workforce or graduate program. Thebroader project also seeks to transform our institutions and the relationships between them toprioritize transfer student success via the utilization of the Essential Transfer Practicesframework created by the Community College Research Center at Teachers College and theAspen Institute [1]. The identified Essential Transfer Practices are designed to

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Marie C. Paretti, Virginia Polytechnic Institute and State University; Julie Dyke Ford, New Mexico Institute of Mining and Technology; Susannah Howe, Smith College; Daria A. Kotys-Schwartz, University of Colorado Boulder; Robin Ott, Virginia Polytechnic Institute and State University

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Diversity, NSF Grantees Poster Session

work with diverse groups of colleagues on authentic projects; to interact with clients, vendors,and industry mentors; to report to faculty who adopted roles as supervisors or managers as wellas learning facilitators; and to see projects through full design cycles provided both familiaritywith the kinds of situations students experienced at work and strategies for overcomingchallenges and negotiating contexts.As with any study, of course, the findings here are limited by their contexts. Participants weredrawn primarily from a single discipline, though to date no differences have emerged whencomparing the mechanical engineering graduates to the engineering science graduates. Perhapseven more importantly, the study itself acted as an intervention

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Stephen Secules, Florida International University; Cassandra J McCall, Utah State University; Maimuna Begum Kali, Florida International University; Gabriel Van Dyke, Utah State University

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Diversity, NSF Grantees Poster Session

and Engineering from Bangladesh University of Engineering and Technology (BUET). Kali’s research interests center on exploring the ex- periences of marginalized engineering students, with a particular focus on their hidden identity, mental health, and wellbeing. Her work aims to enhance inclusivity and diversity in engineering education, con- tributing to the larger body of research in the field.Gabriel Van Dyke, Utah State University Gabriel Van Dyke is a Graduate Student and Research Assistant in the Engineering Education Department at Utah State University. His current research interests are engineering culture and applying cognitive load theory in the engineering classroom. He is currently working on an NSF

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jelena Trajkovic, California State University, Long Beach ; Lisa M Martin-Hansen, California State University, Long Beach; Anna Bargagliotti, Loyola Marymount University; Christine Alvarado, University of California, San Diego; Cassandra M Guarino, University of California, Riverside; Janel Ancayan, California State University, Long Beach; Joseph Alex Chorbajian, California State University, Long Beach; Kent Vi, California State University, Long Beach

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Diversity, NSF Grantees Poster Session

-assessment of their understanding, identity, and sense of belonging, in additionto their math background are factors associated with success in CS courses [38, 39, 40, 41].Whereas, Lewis et al. [42] emphasized that perception of the student’s abilities was a major factorin their decision to study computing.Lastly, the students might be left behind if they do not know where to ask for help. Even though itis the student’s responsibility, the environment like family, friends, advisors, and teachers plays asignificant role [12]. Our findings also highlight the need for self-advocacy but also add theimportance of having a growth mindset.Policies and Staff Support: Redmond et al. [15] discovered that early exposure to CS is one ofthe most critical factors

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michael Johnson, Texas A&M University; Amarnath Banerjee, Texas A&M University; Bimal P. Nepal, Texas A&M University; Rutwik Dehade, Texas A&M University; Glen Miller

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NSF Grantees Poster Session

appropriately.D5: I feel prepared to address interpersonal tensions that arise between my coworkers.D6: I know how to balance the interests of my employer, myself, and the public, and how to explainmy decisions.Furthermore, survey results are organized based on the level of exposure to ethical education inhigh school (see Table 2) and demographic attributes (see Table 3).As shown in Table 2, in general, the students with greater exposure to ethical education in highschool showed higher self-efficacy than those who were “never or once” exposed to ethicaleducation. A t-test on difference in mean scores (Occasionally & Frequently versus Never & Once)at 95% confidence level showed significant difference for multiple self-efficacy questions. Forexample

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Larkin Martini, Virginia Polytechnic Institute and State University; Dorian Bobbett, University of Michigan; Jeanne Sanders, University of Michigan; Karin Jensen, University of Michigan; Mark Vincent Huerta, Virginia Polytechnic Institute and State University

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NSF Grantees Poster Session

research focuses on exploring and understanding engineering learning environments. He harnesses these insights to propose solutions that encourage the creation of safe and inclusive educational environments conducive to learning, professional development, and innovation. His research interests include graduate student mentorship, faculty development, mental health and well-being, teamwork and group dynamics, and the design of project-based learning classes. ©American Society for Engineering Education, 2024 An exploration of how faculty advising influences doctoral student psychological safety and the impact on work-related outcomes AbstractFaculty advisors perform a vital role in doctoral

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

withstudents who overcame social identity barriers.Our research also revealed that having a key relationship with a person acting as a mentor, suchas faculty, employers, family, peers, etc. was integral for students in even deciding to enroll atAugsburg or to apply to the AugSTEM Scholars program. The majority of students explainedthat they learned about the scholarship or made the decision to apply based on personalconnections. Flyers, e-mails and other passive forms of communication alone may be lessinfluential for recruitment. Students valued personal conversations in which they felt their skillswere validated, and they were personally encouraged to participate or shown a pathway intoSTEM. Relationships also played a role in connecting students to

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Maria-Isabel Carnasciali, University of New Haven; Jean Nocito-Gobel, University of New Haven; Christopher Martinez, University of New Haven; Mark J Graham Ph.D., Yale University

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NSF Grantees Poster Session

Paper ID #11568Development and Implementation of a Pathway Assessment Model for theASPIRE ProgramDr. Maria-Isabel Carnasciali, University of New Haven Maria-Isabel Carnasciali is an Assistant Professor of Mechanical Engineering at the Tagliatela College of Engineering, University of New Haven, CT. She obtained her Ph.D. in Mechanical Engineering from Georgia Tech in 2008. She received her Bachelors of Engineering from MIT in 2000. Her research focuses on the nontraditional engineering student – understanding their motivations, identity development, and impact of prior engineering-related experiences. Her work dwells into

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Maria Soledad Santisteban, University of North Carolina at Pembroke; Jill E. Thomley, Appalachian State University; Rebecca Bullard-Dillard

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Diversity, NSF Grantees Poster Session

9 students from their sophomore year through graduation by awarding a cumulative 81annual scholarships totaling $486,000. In each year of the project, up to four students can receivean additional $2,100 of summer support if they participate in a research experience or internshipand the site they attended does not provide a stipend.The other three program pillars are academic support, career support, and community support(including creating a community of scholars). The COMPASS program uses several strategies,balanced on these pillars, to ensure success and sustainability. First, it leverages existing UNCPprograms such as career services, recruitment, and financial aid. Second, it explicitly builds acommunity of scholars who receive

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Eileen Johnson, University of Michigan; Sara Rose Vohra, University of Illinois Urbana-Champaign; Jeanne Sanders, University of Michigan; Joseph Francis Mirabelli, University of Michigan; Andrea J Kunze, University of Illinois at Urbana - Champaign; Karin Jensen, University of Michigan

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Diversity, NSF Grantees Poster Session

somedescribed the workload as being too intense for student wellness. “So, you know, if they talkabout not being able to have all three of those things [good grades, social life, and health], welllet's make some adjustments,” Shelley asserted. They described a balancing act thatundergraduate engineers must constantly perform to succeed (i.e., studying enough, makingfriends, and getting enough sleep) and responded with a call for change. As Ashley touched on inthe prior section, some felt that meeting the student at their level with a holistic approach was themost effective educational approach.One way to support this environment was with a “cohort-based approach” as suggested by Kara,who felt their department’s “strong sense of community” was partly

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Claire L. A. Dancz, Clemson University; Elizabeth A. Adams, Cuesta College; Nihal Orfi, Fresno City College; Carol Haden; Yushin Ahn

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Diversity, NSF Grantees Poster Session

was provided at the beginning of the fall 2021 semester. Training focused onthe benefits of mentorship, the concepts of belonging and identity within STEM, the roles a mentorplays, and the different structures that mentoring relationships can take on. Through year 4 peermentors have been supported through monthly meetings with faculty mentors at both FCC andCSU-F.Fall 2022 began with six transferred scholars attending CSU-Fresno and acting as peer mentors.Two of the scholars have left school for personal reasons and are no longer participating in theESP.A significant peer mentoring event is the Transfer Students Panel presentation, held in spring 2023.During this ESP wide event the current transferred ESP scholars from CSU-Fresno

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Diana G. de la Rosa-Pohl, University of Houston; Catherine Horn, University of Houston

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Diversity, NSF Grantees Poster Session

STEM as a career path[2]. Not only does this underrepresentation of low-SES graduates impact the overall numbers ofSTEM professionals in the U.S., but it also means that those graduates are missing out on all ofthe financial and professional benefits that a job in STEM offers.To address the representation gap in STEM for low-income students, the National ScienceFoundation created the Scholarships in STEM (S-STEM) grant program. NSF seeks to supportevidence-based initiatives that will support low-income STEM students financially and in othernon-financial ways. The Endeavour Program was developed as one of those initiatives, and itprovides scholarships for 80 students over their first two years in a STEM major. Knowing thatthe link between

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Homero Murzi, Virginia Tech; Andres Nieto Leal; Anthony Olukayode Yusuf, Virginia Tech; Abiola Akanmu, Virginia Tech; Sheryl Ball; Andrea Nana Ofori-Boadu, North Carolina A&T State University

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Diversity, NSF Grantees Poster Session

professional identity development in construction engineering students? To addressthis research question, our NSF-funded project uses a mixed-methods research approach andcomputational analytics to make theoretical, methodological, and technological advances.In this paper, we report preliminary results of this work to date and provide an overview of someof the findings from the data collection during phase 1 of the project.Overall Project AimsAs mentioned, this paper reports preliminary results of the initial phase of a larger project.Therefore, we considered it relevant to present our overarching project aims so readers arefamiliar with the project's long-term goal. Furthermore, our work will help us understand thenature of interactions between

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marie C Paretti, Virginia Tech; Daria A Kotys-Schwartz, University of Colorado Boulder; Susannah Howe, Smith College; Julie Dyke Ford Ph.D., New Mexico Tech; Benjamin David Lutz, Virginia Tech; Kevin Kochersberger, Virginia Polytechnic Institute and State University; Chris Gewirtz, Virginia Polytechnic Institute and State University; Laura Mae Rosenbauer, Smith College; Sidharth Arunkumar, New Mexico Tech

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NSF Grantees Poster Session

- grams and a Senior Instructor in the Department of Mechanical Engineering. She received B.S. and M.S degrees in mechanical engineering from The Ohio State University and a Ph.D. in mechanical engineering from the University of Colorado Boulder. Kotys-Schwartz has focused her research in engineering stu- dent learning, retention, and student identity development within the context of engineering design. She is currently investigating the impact of cultural norms in an engineering classroom context, performing comparative studies between engineering education and professional design practices, examining holistic approaches to student retention, and exploring informal learning in engineering education.Prof. Susannah Howe

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Teresa Cardador, University of Illinois at Urbana - Champaign ; Karin Jensen, University of Illinois at Urbana - Champaign; Kelly J. Cross, University of Nevada, Reno; Grisel Lopez-Alvarez, University of Illinois at Urbana - Champaign; Andrea J. Kunze, University of Illinois at Urbana - Champaign

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Diversity, NSF Grantees Poster Session

, in which students can specialize within you major? 4. How important are technical skills in your elective track/specialization area? Professional skills? Section 3. Participants 1. What are your plans for internships or career development in the were asked questions near future? about their post- 2. What are your career plans post-graduation? graduation plans. 3. What career path do you envision taking? Do you see yourself as taking a more technical or managerial role. Explain why. Data collection. Interview data were collected in Fall 2019 (wave 1) and Fall 2020(wave 2) semesters under IRB

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Susan Bobbitt Nolen, University of Washington; Simone E Volet, Murdoch University, Perth, Australia; Marja M.S. Vauras, University of Turku; Debra May Friedrichsen, Unaffiliated; Gavin Tierney, University of Washington

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NSF Grantees Poster Session

course project. The interlocking components ofthe design task and the multiple roles (students and process engineers) create tensions between thedemands of engineering school (school world) and the demands of a process engineering "fab"(engineering world) that teams must navigate. This aspect was considered in our FIE 2014 paper,8described next.School World vs. Engineering World production (FIE)We contextualize students' engagement as occurring in two figured worlds9 – School World andthe Disciplinary World. A figured world is a social system of identities, relationships, andpositions, as well as a network of meanings constituted by practices, words, symbols, and actionsof its members. In one of the learning systems investigated here, the task

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Anastasia Marie Rynearson, Campbell University; Michele Miller, Campbell University; Jacqueline Burgher Gartner, Campbell University

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NSF Grantees Poster Session

thematic analysis or grounded theory research project, memos regardingcommon themes were made as the applications were read [5]. Common themes were consideredin the development of the personas. All students in the target groups did not have to be reflectedin the persona created to act as a representative of that group, however no student should be indirect conflict with or a polar opposite of the chosen persona.A primary researcher developed the initial personas. The research team, all of whom were on thescholarship review committee, reviewed the personas for fidelity and to add supporting detailswhere needed. This process is often done as a collaboration between designers and stakeholders,where one group may develop the stakeholders but the full

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Connie Syharat, University of Connecticut; Alexandra Hain, University of Connecticut; Arash Esmaili Zaghi P.E., University of Connecticut

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NSF Grantees Poster Session

implications for inclusion, identity, and perception withinbroader society. The language we use not only reflects our understanding but also shapes thesocial realities experienced by individuals that identify as neurodiverse or neurodivergent. Assuch, navigating the nuances of terms like 'neurodiversity' and 'neurodivergent' requires aconscientious balance between scientific accuracy and the lived realities of those described bythese terms.Central to our standpoint is a commitment to preventing the 'othering' of individuals based onneurological variations. The goal of our engagement with neurodiversity terminology is not todelineate boundaries between 'us' and 'them' but to foster a societal shift towards viewingneurological diversity as an integral

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Sam Kelly-Quattrocchi, University of Washington; Denise Wilson, University of Washington; Rachel Roberts, University of Washington School of Environmental and Forest Sciences; Rachel Yonemura, The University of Washington

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Diversity, NSF Grantees Poster Session

Paper ID #16541Is Protecting the Environment All There Is to Sustainability?Sam Kelly-Quattrocchi, University of Washington Sam Kelly-Quattrocchi is a graduate student at the University of Washington in the Evans School of Public Policy and Governance. There he is studying policy analysis and evaluation with a focus on environmental policy and social policy.Dr. Denise Wilson, University of Washington Denise Wilson is a professor of electrical engineering at the University of Washington, Seattle. Her research interests in engineering education focus on the role of self-efficacy, belonging, and other non- cognitive

Conference Session

NSF Grantees: S-STEM 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Teresa J. Cutright, University of Akron; Rebecca Kuntz Willits, University of Akron

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Diversity, NSF Grantees Poster Session

directly admitted to their selecteddiscipline’s department. The current NSF S-STEM cohort (2015-2020) is a mix of students whowere either directly admitted to their major or college-ready students. The university classifiescollege-ready students as those who are ready for college but lack either a requisite high schoolGPA, ACT score or completion of a high school science or math course. Each program spannedfive years with science disciplines typically graduating in four years and engineering studentsthat participated in co-operative education graduating in five years. The final year of each S-STEM was used to provide peer mentoring in a pseudo-formal environment. In each, seniorswho had already participated in the S-STEM program for four years

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Leisa D. Thompson, University of Virginia; Lecia Jane Barker, University of Colorado, Boulder

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Diversity, NSF Grantees Poster Session

underrepresented in computing. Her research focuses on social climate, identity/belonging, faculty adoption of teaching and curricular practices, and sustainable organizational change. She advocates changing social and educa- tional environments so that all students can develop a sense of belonging, not on changing students so that they fit into unwelcome environments. She presents on how to get girls and women into computing education from high school through graduate education and how to retain in the field. c American Society for Engineering Education, 2018 Increasing Women’s Participation in Undergraduate Computing and Engineering with Systemic ChangeIntroductionThe Extension

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Tim Dallas, Texas Tech University; Heather Greenhalgh-Spencer, Nanyang Technological University; Kelli M. Frias

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Diversity, NSF Grantees Poster Session

. Student persistence is facilitated by mentors [3], [4], [5], [6], rigorous curriculum, and multiple opportunities to engage in real-world work contexts. 3. STEM identity is created through real-world experience in and connections to the STEM workforce; STEM identity is a strong and leading indicator of retention and advancement in the STEM workforce [7]. 4. Experience with STEM innovation as an undergrad fosters entrepreneurship and innovation after graduation [8]. 5. International experience as an undergrad facilitates preparation for the global STEM workforce [9].project contextTIP enrolled undergraduate students in the Electrical and Computer Engineering Department(ECE) at Texas Tech University (TTU). Funding

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Danielle Harlow, University of California, Santa Barbara; Ron Skinner, MOXI, The Wolf Museum of Exploration + Innovation; Alexandria Muller, University of California, Santa Barbara

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Diversity, NSF Grantees Poster Session

, test, and optimize a vehiclemade using only a piece of paper and tape that can carry a metal washer and, when dropped, fallas slowly as possible. In the post-field trip classroom activity, students reconstruct a classmate’sfield trip vehicle from a drawing and compare how the vehicle behaves in the classroom drop testto how it acted in the MOXI rising air column exhibit. Through this comparison they begin todevelop an understanding of balanced and unbalanced forces.Engineering Exploration 2: Greenhouse on the Moon. In the first classroom activity, studentsexplore how light travels through different colored filters and create a chart that comparesdifferent colors as seen through blue and red filters. In the second classroom activity, they

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Emmabeth Parrish Vaughn, Austin Peay State University; Lily Skau, Austin Peay State University; Bobette Dawn Bouton, Austin Peay State University

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NSF Grantees Poster Session

discipline specific empathy scales thatallow for pre-career assessment and practitioner reflection. Empathy, like other discipline norms,has unique characteristics and roles within a specific discipline. For example, a classroomteacher may empathize with their many students by considering each students’ strengths andvarying assignments to meet student needs. A therapist’s empathy, however, looks very differentfrom that of a classroom teacher; a therapist’s empathy allows them to act as a mirror to theclient, helping the client see their own feelings and meanings more clearly. An engineer may attimes need to empathize with a single user, as may be the case in prostatic development, or anentire community group and the environment, as may be the case