Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

John R. Reisel, University of Wisconsin, Milwaukee; Marissa Jablonski, University of Wisconsin, Milwaukee; Leah Rineck; Ethan V. Munson, University of Wisconsin, Milwaukee; Hossein Hosseini, University of Wisconsin, Milwaukee

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NSF Grantees Poster Session

minorities and women to UWM’s College of Engineering and Applied Sciences. Jablonski is focusing her dissertation on sustainable oxidation of textile wastewater and is working to create small-scale wastewater treatment units for cottage textile industries. She trained at the National Environmental Engineering Research Institute (NEERI) in Nagpur, India where she worked on biodegra- dation of azo dye intermediates. Jablonski served as Co-chair of UWM’s student chapter of Engineers Without Borders for two years since its inception in 2007 and continues to help design and implement water distribution projects in Guatemala. Jablonski was a 2008 recipient of the NSF Graduate Fellow- ship Honorable Mention, the 2008 Wisconsin

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Joshua Marquit, Utah State University ; Jim Dorward, Utah State University; Christine E. Hailey, Utah State University

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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

student performance (e.g.grade), apart from merely passing the courses, is important to ultimate success in engineering. Arecent longitudinal study3 further indicates that success, measured solely by the grade achievedin the first semester of college mathematics, independent of secondary mathematics preparationor achievement, is by itself a reliable predictor of retention among engineering undergraduates.This research underscores the importance for engineering education of developing a morethorough and complete understanding of the effective use of interventions aimed at improvingoutcomes in calculus. Impactful interventions with potential for use across the spectrum ofdelivery platforms (traditional, hybrid, synchronous broadcast, asynchronous

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

underserved by the education and social sectors. American c Society for Engineering Education, 2021 The Endeavour S-STEM Program: A Multi-College Collaboration to Increase Engagement & Retention in STEMIntroductionThe United States has long held its position as the global leader in technological innovation andeducation. But that standing has been in jeopardy due to the shortage of domestic studentsgraduating in STEM. This concern has led researchers to investigate why graduation numbers areso low and also to propose ways in which STEM retention and hence graduation can beincreased. The data show that there are

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Spencer Seung-hyun Kim, Rochester Institute of Technology (CAST)

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NSF Grantees Poster Session

, instructional goals, personal preferences, and educationalresources.The POGIL approach relies on inquiry-based, student-centered classrooms and laboratories thatenhance learning skills while insuring content mastery.7 POGIL is designed to replace traditionallecture-only methods by encouraging students to discuss course materials, rather than listening tothe instructor. Literature in the field of student learning indicates that the POGIL approach hasbeen effectively used in disciplines such as mathematics, biology, and chemistry for post-secondary education.3,4,7The innovative POGIL approach is a nationally tested and proven pedagogical strategy thatincorporates recent educational research on how students learn from kindergarten through post-secondary

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Michelle Jordan, Arizona State University; Kelly Simmons-Potter, The University of Arizona; Steven J. Zuiker, Arizona State University; Greg Barron-Gafford, The University of Arizona

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NSF Grantees Poster Session

-located in the Sonoran Desert region of the US. Agrivoltaics is an innovativeapproach to coupling solar energy production with food production by placingphotovoltaic (PV) panels over fields or garden beds. By coordinating agrivoltaicsprojects across two university campuses, SPV Lab involves ten STEM teachers in a six-week summer research experience for three consecutive summers (total of 30teachers). Participants across sites and across years generate and share insights intohow the collection of regional projects contribute to PV performance improvement anduse-inspired engineering. Specifically, teachers learn about, learn to practice, and helpdevelop curriculum and protocols related to agrivoltaics citizen science.SPV Lab faculty and graduate

Conference Session

NSF Grantees: S-STEM 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eun-Young Kang, California State University, Los Angeles; Jianyu Jane Dong, California State University, Los Angeles; Matthew Jackson Ph.D., California State University, Los Angeles; Emily L. Allen, California State University, Los Angeles; Daniel Galvan, California State University, Los Angeles

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Diversity, NSF Grantees Poster Session

talentedlow-income students entering the STEM workforce, the NSF S-STEM program has grantedawards to various type of institutions in order to advance our understanding of how “evidence-based curricular and co-curricular activities affect the success, retention, transfer, academic andcareer pathways, and graduation in STEM of low-income students” [1]. To date there are anumber of publications that document effective practices and strategies to help talented low-income students succeed in different institutional and disciplinary contexts [2], [3]. Our projectbuilds on this literature by providing a combination of an academic scholarship and culturallycompetent mentorship for students at a Very High-enrolled Hispanic Serving institution (VH-HSI

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Elizabeth A. Adams, Fresno City College; Carol Haden, Magnolia Consulting, LLC; Claire L. A. Dancz, Clemson University; Yushin Ahn, California State University at Fresno; Karen Willis, Fresno City College

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Diversity, NSF Grantees Poster Session

and academia, later receiving her Ph.D. in Civil Engineering and Sustainable Water Resources. Her work highlights a commitment to undergraduate engineering education and its improvement through best teaching practices. Her research efforts target ways to support and encourage diversity among students and how to create an inclusive learning environment.Dr. Carol Haden, Magnolia Consulting, LLC Dr. Carol Haden is Vice President of Magnolia Consulting, LLC, a woman-owned, small business special- izing in independent research and evaluation. She has served as evaluator for STEM education projects sponsored by the National Science Foundation, the National Aeronautics and Space Administration, the William and Flora

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ravi P. Ramachandran, Rowan University; Steven H Chin, Rowan University; Kevin D. Dahm, Rowan University; Liang Hong, Tennessee State University; Sachin Shetty, Tennessee State University; Robert M Nickel, Bucknell University; Richard J. Kozick, Bucknell University; Ying Tang, Rowan University; Robi Polikar, Rowan University

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Diversity, NSF Grantees Poster Session

, where he is currently Professor. His research interests are in the areas of statistical signal processing and communications. Dr. Kozick received a ”2006 Best Paper Award” from the IEEE Signal Processing Society and the Pres- idential Award for Teaching Excellence from Bucknell University in 1999. He serves on the editorial board of the EURASIP Journal on Wireless Communications and Networking.Dr. Ying Tang, Rowan University Ying Tang received the B.S. and M.S. degrees from the Northeastern University, P. R. China, in 1996 and 1998, respectively, and Ph.D degree from New Jersey Institute of Technology, Newark, NJ, in 2001. She is currently a Professor of Electrical and Computer Engineering (ECE) at Rowan University

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Spencer Seung Kim, Rochester Institute of Technology (CAST); Elizabeth Dell, Rochester Institute of Technology (COE)

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Diversity, NSF Grantees Poster Session

environment;undergraduate students learn the basic principles in class and performed in hands-on practices inlaboratory by POGIL approaches. Also, we encouraged students to participate in undergraduateresearch projects which resulted in the improvement of research skills to potential employers inmanufacturing or for advanced study in graduate programs.17-20 As a result of the assessment andevaluation, we were able to identify strengths and weaknesses to reform the traditional-transmission format for students’ learning effectiveness in the formative and summativepurposes.The formative and summative evaluations helped us optimize the results to develop and improvethe course contents in Green Plastics Manufacturing Technology. Using the system approach

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Susan M. Lord, University of San Diego; Matthew W. Ohland, Purdue University and Central Queensland University; Richard A. Layton, Rose-Hulman Institute of Technology

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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

most likely to graduate in ME. Pathways of ME starters and ME graduates areillustrated. Nearly half of all ME graduates started somewhere other than ME.Key outcomesThis research has involved considerable work in developing effective data displays. As a result,an additional outcome of this project is a new course, ME 497/597 Visualizing Data, developedand taught by Dr. Richard Layton at Rose-Hulman Institute of Technology. The course is aboutthe principles and practices of designing truthful and compelling visual displays of quantitativedata. This work involves principles of rhetoric, human perception, graphic design, data analysis,and computer programming.The course goals are that after taking this course, students will be able to

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hannah D Budinoff, The University of Arizona; Vignesh Subbian, The University of Arizona; Ann Shivers-McNair; Francesa Lopez

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Diversity, NSF Grantees Poster Session

,experiences, and skills. Guided by self-determination theory, an understanding of implicit biasand stereotype threat, and the large existing body of research on asset-based pedagogy, we seekto support engineering student outcomes by empowering faculty with tools and strategies toincorporate asset-based practices in their courses. We are engaged in a three-year project focusedon assessing the impact of asset-based practices in engineering design courses a large, public,land-grant, Hispanic-serving institution in the southwestern United States, funded by the NSFIUSE:EDU program. Here, we will summarize the design and results from our professionaldevelopment for faculty, including theoretical frameworks and evidence guiding our work. Weshare content

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

interviews.Long-Term GoalsA focus on identity encourages reflection and a larger discussion about how students seethemselves, their education, and their profession, and how these views uniquely affectunderrepresented or marginalized students. A culture of “engineering with engineers” couldresult in graduates who not only are prepared technically and professionally with a practical,realistic understanding of what it is to be an engineer, but who also identify with and arecommitted to the engineering profession. Researchers have suggested the culture influence isespecially important for women to persist in a field [22], [29]. Hence, results of the study arehoped to lead to a clearer understanding of the changes that promote engineering identities

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Sharon A. Jones P.E., University of Portland; Zulema Naegele, University of Portland; Tammy VanDeGrift, University of Portland

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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

c American Society for Engineering Education, 2014 Increasing Retention in Engineering and Computer Science with a Focus on Academically At-Risk First Year and Sophomore Students1. IntroductionThe program described in this paper seeks to increase retention rates for engineering andcomputer science students and to evaluate the effectiveness of best practices for retention ofacademically at-risk students. The main hypothesis is that students who fall behind their cohortearly in their college career are less likely to be retained in engineering and computer science.As such, we focus this project on the academically “at-risk” student group defined as first-yearcollege students who are not

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Burcu Ozden, Pennsylvania State University; Andrei Blinkouski, Pennsylvania State University; Matthew A. Fury, Pennsylvania State University; Michael Kagan, Pennsylvania State University; John Majewicz, Pennsylvania State University; Laura McGhee, The Pennsylvania State University; Zafer Hatahet, Embry-Riddle Aeronautical University, Prescott

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Diversity, NSF Grantees Poster Session

. He has over 10 years of experience teaching Calculus, Linear Algebra, and Differential Equations. In more recent years, Dr. Fury has shifted focus to service in administration. He is especially interested in developing impactful practices and programs that support the success of underrepresented groups in STEM education.Dr. Michael Kagan, Pennsylvania State University Michael (Mike) Kagan is an associate professor of physics at Penn State Abington. He received a Ph.D. in Physics from the Pennsylvania State University. Dr. Kagan’s research interests are diverse and include Quantum Gravity and Cosmology, Electric Circuits and Algebraic Graph Theory; Physics EducationDr. John Majewicz, Pennsylvania State University

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shane A. Brown P.E., Washington State University; Devlin Montfort, Washington State University; Nadia L. Frye, Washington State University

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NSF Grantees Poster Session

and graduation and the other between graduation and theirsecond year as a practicing engineer, The two specific aims of this project are: (1) model thedevelopment of student and early-career engineer epistemology and conceptual understanding ofcivil design concepts, and (2) identify key conceptual and epistemological changes that challengeearly-career engineers. The specific research questions of this project are: 1. How do engineering students change conceptually and epistemologically during the course of their undergraduate education? a. Which previous student beliefs and ways of thinking are the most resistant to change and interfere the most with learning? 2. How do early-career engineers change

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Christine Ehlig-Economides, Texas A&M University; Bugrahan Yalvac, Texas A&M University; Emily Binks-Cantrell, Texas A&M University; Sarma V. Pisupati, Pennsylvania State University, University Park; Don R. Gilman PE, PMP, Texas A&M University IT Project Management Office; Reza Toossi, California State University, Long Beach; Sukesh K. Aghara, University of Massachusetts, Lowell; Timothy Allen Robinson, Penn State University; Dennie L. Smith, Texas A&M University; Mehmet C. Ayar, The Scientific and Technological Council of Turkey (TUBITAK)

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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

in 2005. Prior to his current position, he worked as a learning scientist for the VaNTH Engineering Research Center at Northwestern University for three years. Yalvac’s research is in STEM education, 21st century skills, and design and evaluation of learning environments informed by the How People Learn framework.Dr. Emily Binks-Cantrell, Texas A&M University Emily (Binks) Cantrell, Ph.D., is a Clinical Assistant Professor of Reading and Language Arts at Texas A&M University - College Station, where she teaches both undergraduate and graduate courses in reading and ESL, co-directs the Texas A&M Reading Clinic, and also serves as the adviser for the Aggie Story- telling Association. She has published

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

R. Alan Cheville, Bucknell University

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NSF Grantees Poster Session

U.S. GDP is attributable to advancements in science and technology. This despite the fact that less than 5 percent of the U.S. workforce is composed of scientists and engineers, thereby suggesting that each one percent of the workforce engaged in those professions accounts for something like 15 percent of the growth in GDP. A truly remarkable multiplier.” - Norm Augustine (Augustine, 2013)In Spring 2015 a workshop was held at the National Academy of Engineering designed to buildcapacity for the engineering education research community to better communicate with a broadspectrum of policy makers. The underlying hypothesis is that despite the impact how engineersare educated has on national priorities, researchers in

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

John Clay, University of Texas at Austin; Xingang Li, University of Texas at Austin; Molly H Goldstein, University of Illinois Urbana-Champaign; H. Onan Demirel, Oregon State University; Darya Zabelina; Charles Xie; Zhenghui Sha, University of Texas at Austin

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NSF Grantees Poster Session

Paper ID #43273Board 258: Engineering Design Thinking in the Age of Generative ArtificialIntelligenceJohn Clay, University of Texas at Austin Research AssistantXingang Li, University of Texas at Austin Xingang Li is a Ph.D. candidate working as a Research Assistant in the Walker Department of Mechanical Engineering at the University of Texas at Austin. His research interests include generative design, deep learning for engineering design, and human-AI design collaboration. He received the Philip C. and Linda L. Lewis Foundation Graduate Fellowship in Mechanical Engineering from the Cockrell School of Engineering for

Conference Session

NSF Grantees: Sustainability

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Sarah M. Ryan, Iowa State University; Michelle L. Soupir, Iowa State University; Amy Kaleita, Iowa State University; Sergio Horacio Lence, Iowa State University; Robert Brown, Iowa State University

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Diversity, NSF Grantees Poster Session

for FEWS. Figure 1. Project objectives mapped to components of the Traineeship under the Stewardship framework.The key components of theTraineeship are: 1) Dissertation research on a FEWS issue for the generation of new knowledge; 2) A graduate certificate in Data-Driven Food, Energy and Water Decision Making, which consists of 3.5 credits of core courses and 9 credits of electives as described in Table 1 that represents conservation of knowledge; 3) A Graduate Learning Community [3] for transformation of knowledge that includes a two-year series of monthly workshops and weekly small-group activities designed to enhance the trainees’ interdisciplinary

Conference Session

NSF Grantees: Student Learning 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Patti Wojahn, New Mexico State University; Germain Degardin, Southwest Outreach Academic Research (SOAR) Center; Muhammad Dawood, New Mexico State University; Melissa J. Guynn, New Mexico State University; Rachel Boren, New Mexico State University

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Learning in EngineeringDr. Patti Wojahn, New Mexico State UniversityGermain Degardin, New Mexico State UniversityMuhammad Dawood, New Mexico State UniversityMelissa Guynn, New Mexico State UniversityRachel Boren, New Mexico State UniversityIntroduction Engineering programs often struggle to optimally support and retain promising students. Toattempt to address that issue at a Southwest HSI land-grant university, our interdisciplinary teamof researchers set out to study the impacts of putting learning and success more directly into thehands of students. We began exploring what we could learn from preparing first-yearengineering students to take more control of and responsibility for their learning and their growthas learners [1]. With faculty and

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Nathan W. Klingbeil, Wright State University; Karen A. High, Oklahoma State University; Michael W. Keller, University of Tulsa; Ian M. White, University of Maryland; Bradley J. Brummel, University of Tulsa; Jeremy S. Daily P.E., University of Tulsa; R. Alan Cheville, Oklahoma State University; Jennifer Wolk, University of Maryland, College Park

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NSF Grantees Poster Session

those of prior years (Fig. 1). Graduation Rates For the incoming class of2004, the impact of EGR 101 on 6-year graduation rates is overwhelming (Fig. 2). Of thestudents who took EGR 101, 71% completed a bachelor's degree from Wright State University,and 52% completed theirdegrees in an engineeringor computer science(CECS) field. Thiscompared to rates of 40%and 15% for students whodid not take EGR 101.Based on tuition revenueassociated with increasedenrollment and graduationrates, the Wright Statemodel is now fullysustainable. Figure 2. Impact of EGR 101 on 6-Year Graduation RatesHighlights from a CCLI Phase 3 InitiativeA nationwide adoption

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

David B. Knight, Virginia Tech; Walter C. Lee, Virginia Tech; Karl W. Reid, National Society of Black Engineers (NSBE); Monica E. Cardella, Purdue University, West Lafayette (College of Engineering); Morgan M Hynes, Purdue University-Main Campus, West Lafayette (College of Engineering); Cherie D. Edwards, Virginia Tech; Glenda D. Young Collins, Mississippi State University

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Diversity, NSF Grantees Poster Session

Research and Evaluation from Virginia Tech. Her research and scholarship are focused on exploring the implementation of mixed methods, qualitative, and arts-informed research designs in studies examining issues of social justice and educational equity. Currently, she is on a research team examining the impacts of an out-of-school STEM summer program for racially underrepresented youth. c American Society for Engineering Education, 2018 Paper ID #21947Dr. Glenda D. Young, Mississippi State University Dr. Glenda D. Young is a visiting assistant professor in the department of Industrial and Systems

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University, West Lafayette; Catherine E. Brawner, Research Triangle Educational Consultants; Susan M Lord, University of San Diego; Catherine Mobley, Clemson University; Michelle M. Camacho, University of San Diego

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Diversity, NSF Grantees Poster Session

share in a group setting. We will conduct one focus group at each institution,comprised of 8 respondents. We plan to conduct 15 in-depth individual interviews at eachinstitution, resulting in 60 detailed student narratives.    OUTCOMESThrough our multi-method qualitative study, we will create grounded theory32,33,34 to build aconceptual model for better explaining the educational pathways of student veterans inengineering. This study will have broad systemic impact by diversifying pathways to andthrough engineering programs, and in capitalizing on the informal and real-world experiences ofengineering student veterans. A comprehensive dissemination plan ensures that the study results,particularly the best practices for supporting veterans in

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

viewed self-direction, when they appeared to practice it, and Page 26.1173.3what and who impeded its practice in relation to their academic, career, and life goals6.Focus Group Research DesignSemi-structured interview questions and topics were developed, and the focus group moderatorprovided prompts to the students. Dialog was recorded and then transcribed. Due to the extraeffort required to attend a focus group discussion (vs. filling out an online survey on one’s owntime), volunteers were requested, and lunch and a small stipend was provided for each focusgroup participant. The focus groups

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Carl Nelson Blue, University of Southern Maine

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Diversity, NSF Grantees Poster Session

Scholars Program” Award # 1153281AbstractThe National Science Foundation awarded the University of Southern Maine with a grant forSTEM Opportunities for Academically Capable and Financially Needy Students entitled the“University of Southern Maine STEM Scholars Program,” Award # 1153281. At the completionof our fifth year, this poster presentation provides an opportunity to present data on the successof our S-STEM program, as well as share some of the best practices learned and applied. TheUSM STEM Scholars Bridge Program has been a model for blending the elements ofrecruitment, retention, and placement into an integrated, comprehensive but non-intrusiveprogram that promotes student success in transitioning from high schools and communitycolleges

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amy B Chan Hilton, University of Southern Indiana

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Diversity, NSF Grantees Poster Session

has been long and slow.While developing these learning analytics dashboards could be a relatively straightforwardproject for the Institutional Research office, an intentional process that engaged faculty as co-designers to help develop buy-in and to directly incorporate faculty perspectives was taken.Testing the dashboards troubleshoot technical issues and data definitions required multipleiterations. The dashboards currently are in draft stage and will require additional iterations oftesting before they are demonstrated to initial groups, such as the Inquiry in STEM Success FCand department chairs. Developing trust in the data is an important consideration. Introducingelements in the mini-activities during the college-wide meetings each

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Carl Nelson Blue, University of Southern Maine

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Diversity, NSF Grantees Poster Session

university academic resources, career andinternship opportunities, and provided the facilitation of developing a learning community forthe participants in their STEM academic areas.A secondary key outcome in year 1 was the monthly Learning Community seminars whichprovided the Scholars with opportunities to have dialog with recent graduates in their STEMfields and to acquire strategies for best practices in both their academic objectives and theirselection of career and internship opportunities. In addition, formative evaluations were gatheredon these seminars and additional programming was developed to address their observations. Itwas considered important the Learning Community has input into their programming. One ofthose requests included doing

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cary David Troy, Purdue University, West Lafayette; Rebecca R Essig, Purdue University; Brent K. Jesiek, Purdue University, West Lafayette; Josh Boyd, Purdue University; Natascha Trellinger Buswell, Purdue University, West Lafayette

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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

appropriate designs, but tocommunicate these designs in written, oral, and graphical form to a variety of audiences rangingfrom their technical peers to the general public. Indeed, almost all professional engineeringorganizations cite effective communication skills as a top priority for graduating engineers. Forinstance, the National Academy of Engineering (NAE)’s The Engineer of 2020: Visions ofEngineering in the New Century outlines expectations for engineers entering practice within thenear future (National Academy of Engineering, 2004). The report states that it is impossible topractice engineering without communication, and engineers functioning in global networks musthave “an ability to communicate convincingly and to shape the opinions and

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jessica Mary Smith, Colorado School of Mines; Dina Verdin, Purdue University-Main Campus, West Lafayette (College of Engineering); Juan C. Lucena, Colorado School of Mines

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Diversity, NSF Grantees Poster Session

students were effective engineers in community developmentprojects because they could design in the midst of scarcity, empathize with poor communities, andrecognize the sociotechnical nature of engineering. Others worked in construction projects anddeveloped an ethic of caring for workers, not for fear of liability, but empathizing with thosecoming from similar socio-economic backgrounds [6]. We also found that, although withdifficulties, they could use their funds of knowledge to establish a sense of belonging inengineering, which is essential for their retention, successful graduation, and transition into theengineering workforce [5]. Drawing from sociological and educational research, we argued thatthese traits are valuable funds of knowledge

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University, West Lafayette; Matthew W. Ohland, Purdue University and Central Queensland University; Nichole M. Ramirez, Purdue University; Trina L. Fletcher, Purdue University

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NSF Grantees Poster Session

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Division Experimentation & Lab-Oriented Studies

between an academicinstitution and an employer designed to engage students in practical engineering experiencethrough rotations of full-time employment and course study. Co-op employment providesstudents with discipline-relevant professional experience and early entry into the engineeringlabor force while serving as a recruitment tool for co-op companies. While much is known aboutthe value of cooperative education programs, relatively little is known about why there aredifferent rates of participation by race/ethnicity and how recruitment and pre-screening practicesinfluence the diversity of students who participate in co-op programs. The objectives of thisresearch project are to identify factors that influence student access to cooperative