Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Oludare Adegbola Owolabi, Morgan State University; Pelumi Olaitan Abiodun, Morgan State University; Adekemisola Olufunmilayo Asahiah, Morgan State University; Hannah Abedoh, Morgan State University; Mehdi Shokouhian, Morgan State University; Neda Bazyar Shourabi, Pennsylvania State University, Berks ; Krishna Bista; Uttam Gaulee; Md Mahmudur Rahman, Morgan State University; Jumoke 'Kemi' Ladeji-Osias, Morgan State University; Olushola V. Emiola-Owolabi, Morgan State University

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Diversity, NSF Grantees Poster Session

, appropriate supervision of the project team, optimization of the necessaryallocated inputs, and their application to meeting the program’s objectives. The paperdescribes the effectiveness of the team as we utilized project management tools in managingthis large group of STEM projects over the past three years. Additionally, the paperelaborates on the social management theoretical framework on which the projectmanagement principles are hinged. The impactful outcomes of the STEM program inincreasing academic performance as well as improving key constructs associated with studentsuccess such as motivation, epistemic and perceptual curiosity, engineering identity, and self-efficacy through the team effectiveness metrics and the results of the Strength

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Eakalak Khan; Sayeda Ummeh Masrura; Bimal P. Nepal, Texas A&M University; Om Prakash Yadav, North Carolina A&T State University

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Diversity, NSF Grantees Poster Session

' academic self-efficacy,research skills, research confidence, teamwork confidence, education, and engineering careerintentions are also presented in the paper. In addition, this study also illustrates how the student’sglobal experiences, such as cultural awareness, worldwide perspectives, and interest in globalengineering careers, have changed as a result of this project. Lastly, the lessons learned from theCOVID-19 pandemic and its impact on the project implementation and what changes are beingmade for the next cohort are also discussed.Project backgroundThree public universities in the states of Texas, Nevada, and North Dakota are working togetheron the IRES project. North Carolina Agricultural and Technical State University (NCAT),University of

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ying Tang, Rowan University; Ryan Hare, Rowan University

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NSF Grantees Poster Session

completing the lab assignment(Cohen’s d = −0.004).Figure 4: Comparison of pre and post-test results on a relevant content test for students who didand did not use Gridlock.Students were also administered a self-efficacy survey that asked questions in three categories: 1.Confidence in ability, with questions such as ”Do you feel that you have the skills necessary tosucceed in engineering”; 2. Feelings of belonging, with questions such as ”Do you feel that youthink in the same way as other students in your engineering department”; and 3. Feelings ofalienation, with questions such as ”Do you feel alienated from engineering at your university”.Students then rated on a scale of 1 to 7, 1 being strongly disagree and 7 being strongly agree.Table 2 shows

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Grisselle Centeno, University of South Florida; Susana Lai-Yuen, University of South Florida

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Diversity, NSF Grantees Poster Session

and self-efficacy in the new generation of women STEM scholars", Women in engineering, science and technology: Education and career challenges, 97-114. 14. Grisselle Centeno, Susana Lai-Yuen, Iman Nekooeimehr, Audra Banaszak, Ashley Ishak, “The Impact of Healthcare-Related Pedagogical Interventions on Student Diversity, Motivation and Retention”, Proceedings of the 2016 Industrial and Systems Engineering Research Conference

Conference Session

NSF Grantees: Student Learning 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Héctor Enrique Rodríguez-Simmonds, Purdue University at West Lafayette; Tara C. Langus, University of Nevada, Reno; Nelson S. Pearson, University of Nevada, Reno; Justin Charles Major, Purdue University at West Lafayette; Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University at West Lafayette (COE)

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Diversity, NSF Grantees Poster Session

. Pomeranz, and Douglas G. Schmucker. “The comprehensive assessment of team member effectiveness: Development of a behaviorally anchored rating scale for self-and peer evaluation.” Academy of Management Learning & Education 11, no. 4 pp. 609-630, 2012.[11] S.P. Schaffer et al., “Self-Efficacy for Cross-Disciplinary Learning in Project-Based Teams,” Journal of Engineering Education, 101(1), 82–94, 2012.[12] ABET, “Accreditation Changes,” abet.org, 2019. [Online] Available: https://www.abet.org/accreditation/accreditation-criteria/accreditation-changes/. [Accessed: June 27, 2019].[13] K. J. Cross, “The Experiences of African-American Males on Multiracial Student Teams in Engineering,” PhD. thesis

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Zechun Cao, Texas A&M University, San Antonio; German Zavala Villafuerte; Ali Jalooli; Renu Balyan; Sanaz Rahimi Moosavi; Francisco Iacobelli, Northeastern Illinois University

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Diversity, NSF Grantees Poster Session

to report poorer HRQoL than their Whitecounterparts, even after adjustment for factors such as socioeconomic status [8], [9]. Previousresearch has shown that delivering cancer-related information, stress management, coping skillsand increasing self-efficacy in communication, in a culturally appropriate intervention, can im-prove quality of life in particular related to health outcomes in the post-treatment survivorshipphase [5], [10], [11]. Although there are some tutoring systems that delve into health topics, to the best of our knowl-edge there are none aimed at breast cancer survivorship [12]. Moreover, the target population forITSs in general and for health-related ITSs in particular, has been college educated students thatinteract

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lisa G. Huettel, Duke University; Michael R. Gustafson II, Duke University; Joseph C. Nadeau, Duke University; David Schaad, Duke University; Michael M Barger; Lisa Linnenbrink-Garcia, Duke University

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NSF Grantees Poster Session

motivation and subsequent academic achievement, we are assessingstudents’ perceived competence in and interest/value for engineering. Perceived competence isbeing measured using the 5-item self-efficacy scale from the Patterns of Adaptive LearningSurvey (PALS).21 A sample item includes ‘I’m certain I can master the skills taught in myengineering courses.’ Interest/value is being assessed in terms of students’ enjoyment and valuefor engineering using an 8-item interest/value scale developed Linnenbrink-Garcia andcolleagues.22 Sample items include ‘Engineering is exciting to me’ (enjoyment) and ‘Engineeringis practical for me to know’ (value). Pilot data obtained from Duke undergraduates indicated thatitems from both scales are highly reliable

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Omar Ashour, Pennsylvania State University, Behrend College; Sabahattin Gokhan Ozden, Pennsylvania State University, Abington; Ashkan Negahban, Pennsylvania State University, Great Valley

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NSF Grantees Poster Session

, computerized simulation models have thepotential to be utilized as a learning tool in many different contexts and disciplines as theyprovide a virtual and risk-free environment that facilitates experimentation, what-if analysis, andinquiry-based learning [8]. Immersive simulations can enhance affective and cognitive factorssuch as interest, intrinsic motivation, self-efficacy, embodiment, and self-regulation, and lead tofactual, conceptual, and procedural knowledge as well as transfer of learning [9]. PBL, on theother hand, is a well-known active-learning method that supports various theoretical educationaland psychological foundations [10, 11, 12] and has a cohesive body of research supporting itseffectiveness including for online education [13]. In

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mathew Kuttolamadom, Texas A&M University; Michael Alexander Liu, Texas A&M University; Jyhwen Wang, Texas A&M University; Bruce L. Tai, Texas A&M University; Samuel F. Noynaert, Texas A&M University; Dinakar Sagapuram, Texas A & M University; Marian S. Kennedy, Clemson University

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NSF Grantees Poster Session

participant research self-efficacy. The findings from thesesurveys were collated and discussed. Based on these, certain program changes were suggested.Additionally, an internal evaluator, served to assess the effectiveness of VIP teams in terms ofproviding enriching research experiences, as well as resulting student inclination/intent to pursueadvanced STEM study. In this capacity, certain research questions were asked that sought toelucidate how the construction of the team affected its performance, how VIPs affect learningexperiences differently as compared to traditional single student projects, specific metric-basedeffectiveness queries, and how it could contribute to the students’ inclination to pursue advancedstudy and STEM careers; these were

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity, NSF Grantees Poster Session

agree). Thefindings from quantitative data, published previously [3, 4], indicate that participants (a)maintained high interest on entrepreneurship throughout the program, (2) reported increasedconfidence in value proposition, self-efficacy in entrepreneurship, marketing /business planning,and customer interview skills, and (3) that the program affected students equally across diversityin gender, race/ethnicity, majors, and classifications. The focus of this study is to investigateparticipant responses to open-ended questions, shown in Table 2, and gain additional insights ontheir expectations from the program and perceived values after program completion.Table 2. Open-ended questions used in this study. Survey # Open-ended Questions

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Valerie A. Carr, San Jose State University; Maureen C. Smith, San Jose State University; Belle Wei, San Jose State University; Morris E. Jones Jr., San Jose State University

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Diversity, NSF Grantees Poster Session

. 692–697, 2018.[15] C. S. Dweck, C. Y. Chiu, and Y. Y. Hong, “Implicit theories and their role in judgments and reactions: A world from two perspectives,” Psychological Inquiry, vol. 6, no. 4, pp. 267-285, 1995.[16] N. S. Fabert, “Growth Mindset Training to Increase Women’s Self-Efficacy in Science and Engineering: A Randomized-Controlled Trial,” Ph.D. dissertation, Dept. Psychology, Arizona State Univ., Tempe, AZ, 2014. [Online]. Available: https://repository.asu.edu/attachments/137308/content/Fabert_asu_0010E_14151.pdf.[17] B. Dorn and A. E. Tew, “Empirical validation and application of the computing attitudes survey,” Computer Science Education, vol. 25, no. 1, pp. 1-36, Feb. 2015.[18] V. A. Carr

Conference Session

NSF Grantees: Entrepreneurship

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Bahram Roughani, Loyola University Maryland

Tagged Topics

NSF Grantees Poster Session

defined problem, they develop higher level of creative confidence.This can have positive impact on self-efficacy as a science or engineering major. Moreover, thisapproach allows having greater emphasis on sociotechnical approach by applying scientificknowledge and technical skills to address societal and human needs using entrepreneurialmindset. Our future efforts will further explore the impact of user innovation module and thewhole course on students’ perception of and understanding about entrepreneurial mindset usingconcept map approach.References:1. Trilling, C. and Fadel, B. (2012), “21st Century Skills: Learning for Life in Our Times”, Jossey-Bass (a Wiley Imprint) ISBN-13: 978-0470475386. https://www.amazon.com/21st-Century-Skills

Conference Session

NSF Grantees: REU 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Mathew Kuttolamadom, Texas A&M University; Jyhwen Wang, Texas A&M University

Tagged Topics

Diversity, NSF Grantees Poster Session

program provided both knowledge about research, andincreased the student’s self-efficacy related to graduate school. The majority of students alsoindicated a high-level of confidence in doing standard and new technical tasks related to theproject. The team-framework was viewed by students as beneficial to both their learning and theresearch progression. The mixture of different (vertical) researcher levels was perceived to havea positive impact on the research performance, as well as the multi-disciplinarity of the team. Foritem-(iii), all participants rated the aspects of the program administration at ~5.5 out of 6 (Likertscale: 6 = very satisfied). Overall, the participants responded positively on the programadministration, housing (improvement

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jianyu Dong, California State University, Los Angeles; Huiping Guo, California State University, Los Angeles

Tagged Topics

NSF Grantees Poster Session

III institution, CSULA has a large number of students from minoritygroups and low income families. Many students have low self-efficacy due to their lack ofacademic preparation. In the past two years, we have been continuously improving theimplementation of CPBL to address the learning issues for students from minority groups. In thispaper, we will share what we learned in our practice on how to effectively embed inquiry basedlearning through in-class and after class projects. Examples will be presented to show how todesign a project to complete a natural learning cycle and strategies will be described on how toconduct remote CPBL to ensure the achievement of learning outcomes for underpreparedstudents. Although the presented projects were

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anirudh Roshan Sriram, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette; Karthik Ramani, Purdue University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

thatthe tool is a support, and not an obstacle for either instructors or learners, and that it will enhancelearning in the classroom. Our goal is to prove this key hypothesis and iteratively improve thetool and platform. Through this study, we are interested in identifying the extent to whichteachers and students accept the tool, and determine what proportion of the acceptance can beattributed to various characteristics of the model. A survey tool will be used and the responses toeach question will be based on a 5 or 7 point Likert scale. The questions in the survey will berelated to the nine variables – performance expectancy, effort expectancy, attitude towards usingpen-based tool, social influence, facilitating conditions, self-efficacy

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Amber Simpson, State University of New York at Binghamton; Adam Maltese, Indiana University, Bloomington; Kelli Paul, Indiana University, Bloomington; Lauren Penney, Indiana University, Bloomington

Tagged Topics

NSF Grantees Poster Session

as adriver of innovation and development in many professional fields [2]. Further, failure is deemedan essential building block for developing skills such as resiliency [3], persistence [4], creativity[5], and problem solving [6], as well as other noncognitive skills such as self-efficacy andindependence [7-8]. Specific to engineering, failure is viewed as a normative practice ofengineers, and a practice that should be experienced by young children within engineering designprojects [9-10]. As stated by Petroski [11], “One of the paradoxes of engineering is thatsuccesses don't teach you very much. A successful bridge teaches you that that bridge works.”Therefore, experiences with failure in engineering are touted for their ability to teach us

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Kavitha Murthi, New York University; Ariana Riccio Arista, Education Development Center; Wendy B Martin; Kristie K Patten, New York University

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Diversity, NSF Grantees Poster Session

. K., & Riccio, A.Promoting science, technology, and engineering self-efficacy and knowledgefor all with an autism inclusion maker program. Frontiers in Education, 5.2020. [Online]. Available: https://doi.org/10.3389/feduc.2020.00075.[Accessed January 23, 2021].[7] Wang, C., & Burris, M. A. Photovoice: concept, methodology, and use forparticipatory needs assessment. Health education & behavior: the officialpublication of the Society for Public Health Education, 24(3), 369–387. 1997.[Online]. Available: https://doi.org/10.1177/109019819702400309. [AccessedMarch 18, 2021].[8] Kornblau, B.L. & Robertson, S.M. Special Issue on Occupational TherapyWith Neurodivergent People. American Journal of Occupational Therapy.75(3

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Julia Yoo, Lamar University; Selahattin Sayil, Lamar University; Gleb Tcheslavski

Tagged Topics

Diversity, NSF Grantees Poster Session

study the effectiveness of online lab experiences with the goal of improvingstudent success and self-efficacy. Online lab sessions must offer active learning experiences,which may include ample opportunities for students to interact with their peers and instructors,and tackle real problems by experiencing trials and errors. This research on the online labs cangreatly contribute to enhancing EE engineering student learning. Further, it will address thecritical component of EE engineering - experiential learning - with a lot of hands-on lab learningexperiences that can lead to a deeper understanding of engineering concepts. Well-designedonline labs can help students maintain enthusiasm for engineering fresh and can also increase theretention rate

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Darlene M. Olsen, Norwich University; Alicia Dawn Beth, Landmark College; Michelle Batchelder Burd ; Christine Latulippe, Norwich University; Joe Latulippe, Norwich University

Tagged Topics

NSF Grantees Poster Session

from surveys and focus groupsindicate that students believed that they were placed properly into mathematics courses, butfurther studies need to be done to assess students’ perceived self-efficacy and the institutionalplacement test.Survey and focus group results suggest students in general had a positive view of theprecalculus/calculus corequisite course. Anecdotally, there seemed to be increased engagementin the corequisite courses in comparison to the precalculus courses. Due to the cyclic approach toteaching the corequisite courses, all exams were cumulative and demonstrated student mastery ofthe concepts of limits, differentiation, and integration. Based on the distribution of grades,preliminary outcome measures indicate that the

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Raymundo Arroyave, Texas A&M University; Miladin Radovic, Texas A&M University; Jefferey E. Froyd, Texas A&M University

Tagged Topics

NSF Grantees Poster Session

Crystallization “ – where students studied crystallization of supersaturated sodium acetate solutions and determined latent heat fusion (also known as enthalpy of fusion).• “Heating Stainless Steel Wire” – where students measured deflection of the steel wire during passing the electrical current through it to detect demonstrate phase transformation form BBC to FCC.• “Synthesis of NiTi Shape Memory Alloys” – where students carried out the synthesis and characterization of the shape memory response of NiTi-based Shape Memory Alloys. Students worked in the laboratory of Prof. Ibrahim Karaman, a faculty in the Department of Mechanical Engineering. Figure 2.• “Heat Treatment: Knife Blade “ – where students investigated the heat treatment necessary to

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

Tagged Topics

Diversity, NSF Grantees Poster Session

, and others. 81% of the population was male and 19% was female. Noattempt to oversample women or minorities was made in collecting this sample. 8.2% of thesample were freshman or sophomores, 59% were juniors, and 33% were seniors (including fifthyear seniors).C. InstrumentsThe questions analyzed in this study were included in a survey that included basic demographicsand affective indicators including self-efficacy, task value, belonging, and job values that maymediate or otherwise influence the way in which the primary indicators grow and evolve over theundergraduate years. The primary indicators included various measures of sustainability values(e.g. social responsibility, consumer responsibility), and five short answer questions related

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Liusheng Wang, Jackson State University; Jianjun Yin, Jackson State University

Tagged Topics

NSF Grantees Poster Session

solving process.  Motivation: including mastery goal for self-actualization (i.e., personal pursuit of well- being and passion); self-efficacy for maintaining optimal emotion and overcoming frustration due to failure; and persistency in valuable task until achieving goals;  Metacognitive knowledge: including awareness of one’s beliefs regarding learning and creativity, and metacognitive knowledge of the following interrelated parts: (a) knowledge of one’s own cognitive and creative process; (b) conceptual knowledge about the specific cognitive and creative strategies that might be used for various learning and creativity tasks; and (c) procedural knowledge of when and where to use the

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Carolyn A. Nichol, Rice University; Alice Chow, Rice University; Carrie Obenland, Rice University; Christina Anlynette Alston, Rice University Office of STEM Engagement ; Carolina Avendano, Rice University

Tagged Topics

NSF Grantees Poster Session

participated in our training programsboth before and after their participation in the RET program. As teachers were required to havebeen in a program only before the RET and not after, only a limited dataset from eight teachersqualified for this analyses. The STEBI instrument is comprised of two subscales, the personalscience teaching efficacy and science teaching outcome expectancy. Although the dataset issmall, teachers made a significant gain of 6% in their outcome expectancy (p<0.05). This is apromising result as some studies have shown that teachers’ perception on the outcomeexpectancy measure, or their ability to affect actual student outcomes, is often unchanged afterprofessional development.42-43 This suggests that assessing teachers’ self

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathleen L. Kitto, Western Washington University; Debra Sue Jusak, Western Washington University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Framework for Pedagogical Agent as Learning Companions”, Educational Technology Research and Development, Vol. 54, No. 6., December 2006, pp. 569-596.39. Dede, C., “Transforming Education for the 21st Century: New Pedagogies that Help All Students Attain Sophisticated Learning Outcomes”, Commissioned by the NCSU Friday Institute, 2007, http://www.tdhah.com/site_files/Teacher_Resources/MUVE/MUVE%20Documents/Dede_21stC- skills_semi-final.pdf40. Gardenfors, P. and Johansson, Cognition, Education, and Communication Technology, Routledge, 2005.41. Marra, R. and Bogue, B., “Women Engineering Students Self Efficacy – A Longitudinal Multi- Institution Study”, http://www.x-cd.com/wepan06/pdfs/18.pdf42. Akl, R., Keathly, D., and Garlick

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tommaso A. Vannelli, Whatcom Community College; Eric Davishahl, Whatcom Community College; Michael Jason Babcock, Whatcom Community College; Dan Hanley, Western Washington University; Ed Harri, Whatcom Community College

Tagged Topics

Diversity, NSF Grantees Poster Session

. over the academic year) for the SEECRS scholars and a comparison group comprised of thescholars’ peers in the Associate in Science- Transfer (AS-T) degree program at WCC. We usedtwo instruments that will allow us to make valid claims about the extent of students’ STEMidentity. First, we used a modified version of the 12 items from the Science IdentityQuestionnaire [22] that asks about students’ connections to various STEM communities and theextent to which they view themselves as a “STEM person”. Second, we used a modified versionof the Chemistry Motivation Questionnaire [23], which includes 30 items that measure thefollowing six student factors: intrinsic motivation, extrinsic motivation, self-efficacy, self-determination, goal-orientation

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Reza Curtmola, New Jersey Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology; Linda S. Hirsch, New Jersey Institute of Technology; Howard S. Kimmel, New Jersey Institute of Technology; Levelle Burr-Alexander, New Jersey Institute of Technology

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

Technology Dr. Linda S. Hirsch, has a degree in Educational Psychology from the Graduate School of Education at Rutgers University with a specialization in Educational Statistics and Measurement. She is a senior member of the professional staff at the Center for Pre-College Programs and is knowledgeable in the areas of student learning and educational psychology. Dr. Hirsch has nearly 20 years experience conducting longitudinal research studies and is proficient in experimental design, database management and statistical analysis including instrument development, psychometrics and statistical programming. She has helped in the coordination and development of STEM educational programs many of which included a focus on

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Stephanie S Ivey, The University of Memphis; Craig O. Stewart, University of Memphis; Aaron Robinson, The University of Memphis; Stefano Alessandro Blasoni, The University of Memphis; Maryam Darbeheshti, University of Colorado Denver; Michael Jacobson, Pennsylvania State University; William Taylor Schupbach; Tom Altman, University of Colorado Denver; Karen D Alfrey, Indiana University-Purdue University Indianapolis; Mengyuan (Alice) Zhao, Indiana University-Purdue University Indianapolis; Tony Chase, Indiana University-Purdue University Indianapolis

Tagged Topics

Diversity, NSF Grantees Poster Session

extend existing theories of identity in general [14] and STEM identity inparticular [15] to explicate a “Communication Theory of STEM Identities” [4-5]. Thistheoretical model is multi-layered and foregrounds interactional and relational aspects of STEMidentities. Both formal peer mentoring and informal peer relationships between Scholars (andother STEM students) were key components to their developing STEM identities. At the sametime, this theoretical model also includes layers for individual traits (e.g., STEM self-efficacy)and social identities and theorizes “gaps” in STEM identities that may pose challenges to STEMstudent success.Individual OutcomesFor each campus, brief descriptions of findings related to the unique interventions each

Conference Session

NSF Grantees: REU 1

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

Tagged Topics

Diversity, NSF Grantees Poster Session

culture, some students were able to thrive, while others’ low levelsof self-efficacy prevented them from having successful experiences. Since most REU studentsworked individually, opportunities for mutual support among research teams were not developed.This project determined to create research experiences that would address these issues. With aPBL approach in mind, engineering faculty members recruited students with a variety of STEMbackgrounds to work collaboratively on a complex problem in transportation engineering. Theresearch was intended to be a collaborative effort among students to reach their common goal.This paper has described the REU as it has developed over two years.During the first year of the project (summer 2018), the eight

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Cheryl Carrico PE, Virginia Tech; Matthew Arnold Boynton PE, Virginia Tech; Holly M Matusovich, Virginia Tech; Marie C Paretti, Virginia Tech

Tagged Topics

NSF Grantees Poster Session

generation college students and other underrepresented groups such as genderand ethnicity8, 23, 24. Results of Flores23 show that traditional versus non-traditional contextualvariables influenced the strength of the linkage between interests, career self-efficacies, and Page 23.429.5career choices for Mexican Americans. Research specific to supports and barriers includes workconcerning coping efficacy versus barriers relative to the process variables for obtaining outcomeexpectations25 and a comparison of Bandura’s model to SCCT for contextual support andbarriers in engineering majors26. Qualitative research using SCCT includes research onengineering

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kathleen L Kitto, Western Washington University; Debra S. Jusak, Western Washington University

Tagged Topics

NSF Grantees Poster Session

”, Commissioned by the NCSU Friday Institute, 2007, http://www.tdhah.com/site_files/Teacher_Resources/MUVE/MUVE%20Documents/Dede_21stC- skills_semi-final.pdf36. Gardenfors, P. and Johansson, Cognition, Education, and Communication Technology, Routledge, 2005.37. Marra, R. and Bogue, B., “Women Engineering Students Self Efficacy – A Longitudinal Multi- Institution Study”, http://www.x-cd.com/wepan06/pdfs/18.pdf38. Akl, R., Keathly, D., and Garlick, R., “Strategies for Retention and Recruitment of Women and Minorities in Computer Science and Engineering”, http://www.cse.unt.edu/~rakl/AKG07.pdf39. Tindall, T., and Hamil, B., “Gender Disparity on Science Education: The Causes, Consequences, and Solutions”, Education, Vol. 125, Issue 2