Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Senay Purzer, Purdue University, West Lafayette; Michael Fosmire, Purdue University, West Lafayette; Amy S. Van Epps, Purdue University, West Lafayette; Ruth E. H. Wertz, Purdue University, West Lafayette; Kerrie A Douglas, Purdue University, West Lafayette

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

workshops Objective 1 Objective 2 Critical Engineering Literacy Test (CELT) Evidence-based Self-Assessment of Problem Solving • Develop a two-tier multiple-choice information Strategies (ESAPSS) literacy test. The first tier focuses on assessing • Develop a two-tier Likert-scale survey: The first tier students’ reflective judgment and information measures students’ perceptions of their self-directed literacy skills. The second tier checks students’ learning and problem solving strategies. The second reasoning and explanations. tier gathers evidence such as student

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Michele Miller, Michigan Technological University; James P. De Clerck, Michigan Technological University; Sheryl A. Sorby, Ohio State University; Laura Maria Roberts; William J. Endres, Michigan Technological University; Kevin David Hale

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NSF Grantees Poster Session

tutorials in which two components of motivation aremanipulated: task value and control beliefs. To manipulate task value, the module hastutorials on two quite different topics that would have different levels of interest forstudents: osmosis and the Northern Lights. Before the task value tutorials, the moduleasks students to rate their interest in the two topics. We anticipated that the NorthernLights topic would be more interesting for most students, but it was not for all students,and it was not necessary for that to be the case. After completing the two tutorials thatinclude pre and post tests, students answer questions about their reflections on task value.For the control beliefs manipulation, the module includes two topics about which

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

will allow for added laboratory activities.Assessment and Evaluation of the GPMTBased on the evidences and findings from the current project, the newly-developed structure forassessment and evaluation is helpful in adopting evidence-based instructional methods, whichhave a more student-centered learning format. For example, the traditional-transmission learningformat, in which the degree of a student’s success depends only on the performance of quizzes,tests and projects in class, does not truly reflect the effectiveness on learning.We adopted more collaborative approaches for this NSF project to break away from traditionalnorms in education, while assessing students’ abilities in various summative cases; many aspectsin learning effectiveness

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Karl D. Schubert, FIET, University of Arkansas; Carol S. Gattis, University of Arkansas; Xochitl Delgado Solorzano, University of Arkansas; Leslie Bartsch Massey, University of Arkansas; Jennie S Popp, Ph.D., University of Arkansa; Divya Muralidhara, University of Arkansas; Thomas Carter III, University of Arkansas

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NSF Grantees Poster Session

are those of the author(s)and do not necessarily reflect the views of the National Science Foundation.References[1] Schubert, K., & Delgado Solorzano, X., & Massey, L., & Gattis, C., & Popp, J., & Cao, C., & Carter, T., & Muralidhara, D. (2022, August), A Successful 2-week Innovation- and Student Success-Focused Bridge Program for First-Year Students. Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. https://peer.asee.org/42080[2] https://honorscollege.uark.edu/prospective-students/path-program/index.php[3] Schubert, K. D., & Moergen, K. N., & Gattis, C. S., & Lo, W. (2020, June), Integrating Innovation Curriculum: Measuring Student Innovation to

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

John Carrell, Texas Tech University; Joshua M. Cruz; Andrew Mark Herbert; Michael Scott Laver, Rochester Institute of Technology; Emily Lazarus; Iris V. Rivero; Erika Nuñez, Texas Tech University; Nafisha Tabassum

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Diversity, NSF Grantees Poster Session

groups of individuals cannot exist without a mixture of critical andempathetic reasoning: “rational reflection would not be able to provide us with the imaginarypower that we need to envisage future scenarios and to take part in other people’s perspectivesand to evaluate their destinies” (p. 106).STEM and Empathy. Through emotional reflection, STEM professionals come to decisions abouthow their choices affect individuals beyond themselves. STEM curriculum alone often fails toteach this important concept [25-27]. Humanities instruction may be key to supporting thesetypes of reflections. Prior research indicates that interdisciplinary and holistic approaches may bemore effective than traditional programs in developing empathy [28-30]. Through

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity, NSF Grantees Poster Session

was able to positively influence students’ perception of mastery experience(participating in research) which in turn should lead to improvements in students’ beliefs thatthey can succeed in a research setting (research self-efficacy).Altogether these results suggest that the program [3] had gains in achieving the intended sitegoals as well as to enhance the knowledge and skills of a diverse cohort of undergraduates.AcknowledgementsThis material is based on work supported by the National Science Foundation (NSF) grant EEC-1659856. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the NSF.References1. Bandura, A., Self-Efficacy. Encyclopedia

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael Geoffrey Brown, Iowa State University of Science and Technology; Monica H. Lamm, Iowa State University of Science and Technology; Larysa Nadolny, Iowa State University of Science and Technoloyg

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NSF Grantees Poster Session

, a ‘health’ monitor that provides them their average score on recent assignmentsby type (homework, exam, lab quizzes), and interactive rewards that surprised students based ontheir performance and engagement.MethodsThis study uses a student-facing dashboard visualization to engage students in the course andencourage reflection on their study strategies (see Figure 1). Figure 1: Example of the Delphinium Chemistry Dashboard developed for the studyThe dashboard includes a visualization of course tasks and the percent completed for each task(Modules and Assignments), summary visualizations of students’ performance in key knowledgedomains (Badges), fun visualizations that unlock based on students engagement (Rewards), and asummary of

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

busy.Challenges associated with communication and teamwork typically centered on interpersonalcommunication as participants needed to negotiate relationships and understand thecommunication norms and preferences of their coworkers and managers [20].RQ2: What skills, practices, and attitudes fostered through the capstone experience doindividuals draw on or apply in their early work experiences?Even as participants experience significant challenges in their transition to work, however, theyalso report significant transfer from their industry-oriented capstone courses to their industryworkplaces, as reflected in their perceptions of preparedness as well as the detailed interviewdata around transfer. Importantly, this transfer aligns closely with the two

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

students and full curriculum modules with a subset of these classrooms.We have 4 additional curriculum modules in various stages of development. Each of the field tripprograms engage students in an engineering design challenge, from designing an object thathovers in a rising column of air to designing a patch for a greenhouse on the moon to modifyinga structure to reduce swaying during an earthquake. The classroom activities provideopportunities for students to develop science and engineering ideas that augment the engineeringdesign challenge and to reflect on the field trip experience.Research accomplishments. Our research has focused on using an iterative design process toinform design principles used to develop the engineering field trip

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michaela Leigh LaPatin P.E., University of Texas at Austin; Cristina Poleacovschi, Iowa State University; Kate Padgett Walsh, Iowa State University of Science and Technology; Scott Grant Feinstein, Iowa State University; Luan Minh Nguyen, Iowa State University ; Kasey M. Faust, University of Texas at Austin

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Diversity, NSF Grantees Poster Session

National Science Foundation grants #1926330/1926172. Any opinions, findings and conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation.References[1] ABET, “Criteria for Accrediting Engineering Programs,” Baltimore, 2021. [Online]. Available: https://www.abet.org/wp-content/uploads/2020/09/EAC-Criteria-2020- 2021.pdf.[2] Center for the Study of Ethical Development, “About the DIT,” The University of Alabama, 2019. https://ethicaldevelopment.ua.edu/about-the-dit.html.[3] Qualtrics, “Qualtrics.” Provo, UT, 2020, [Online]. Available: https://www.qualtrics.com.[4] National Science Foundation, “Women, Minorities, and Persons

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Bruce D. DeRuntz, Southern Illinois University - Carbondale; Harvey Henson, Southern Illinois University - Carbondale; Tom Withee, Goshen Education Consulting Inc.; Olivia Hood, Leadership Development Program

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NSF Grantees Poster Session

. al. 2016) (Kowalchuk, et. al 2013). Through theaward of a Track 2 S-STEM three years ago, the LDP has now expanded into the STEM majors atthe university and has made an important discovery regarding the evolution of LeadershipKnowledge among some of the STEM leaders.The participants in the LDP program showed statistically significant changes on Leadership Self-efficacy Survey (Bobbio & Manganelli, 2009) and the Motivation to Lead Survey (Chan &Drasgow, 2001) when compared to their peers. However, when comparing student responsesover time (pre, post and post 2) in conjunction with student reflections during the focus groups,there may be effects of response-shift bias (Rohs 1999). Anecdotal evidence from students’responses to open

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kimberly Grau Talley P.E., Texas State University; Araceli Martinez Ortiz, Texas State University, San Marcos; Vedaraman Sriraman, Texas State University, San Marcos; Shaunna Fultz Smith, Texas State University, San Marcos

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Diversity, NSF Grantees Poster Session

pedagogy [1]. John Dewey [8] who is most commonly associatedwith the theory of experiential learning described this learning approach as simply ‘learning bydoing”. This echos Confucius’s famous quote that states the following: I hear and I forgot, I seeand I remember, I do and I understand. Critical pedagogy is a philosophy of education and socialmovement. Critical pedagogy includes relationships between teaching and learning. Itsproponents claim that it is a continuous process of what they call "unlearning", "learning", and"relearning", "reflection", "evaluation", and the impact that these actions have on the students, inparticular students whom they believe have been historically and continue to be disenfranchisedby what they call "traditional

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Kumar Yelamarthi, Central Michigan University; Brian P DeJong, Central Michigan University; Tolga Kaya, Central Michigan University; Ahmed Abdelgawad, Central Michigan University; Ishraq Shabib, Central Michigan University

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NSF Grantees Poster Session

the overall lessons we learned from this experience and discuss next summer’splans as a result of our analysis and self-reflections.1. IntroductionIn recent years, Science Technology Engineering and Mathematics (STEM) educators,professionals, business leaders, and policymakers have recognized and highlighted therequirement to build a strong and technologically trained workforce. This requires a strongeducation system with qualified and trained educators. While the American college leveleducators are willing to train this workforce, the K-12 education system is currently challengedby a crisis of inadequate teacher preparation in STEM disciplines leading to low studentpreparation and performance1. Furthermore, the K-12 science teachers will be

Conference Session

NSF Grantees: Learning Tools (Virtual)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ying Tang, Rowan University; Ryan Hare, Rowan University

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Diversity, NSF Grantees Poster Session

.The random forest classifier also introduces a relatively low computational cost in training. Thus,as new data is gathered, the model can be easily iterated upon to reflect the new data. If newfeatures are found during testing, the model can also be quickly updated to reflect those newfeatures. The random forest classifier then provides a flexible model that can be rapidly retrainedto reflect new observations or new data.Social-Cognitive-Theory-Based Support IntegrationAn independent educational game environment has disadvantages compared to instructorinteraction 28 . Students on the very low end of the content knowledge spectrum might find itimpossible to make any progress at all within the game. To remedy this, the student learningsupports

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jean Nocito-Gobel, University of New Haven; Maria-Isabel Carnasciali, University of New Haven; Christopher Martinez, University of New Haven

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NSF Grantees Poster Session

concernsand better manage their life-work-study balance for the five cohorts that have been supported bythis NSF S-STEM program. Student demographics are summarized along with graduation rates.A description of the support activities is provided and their contribution to retaining students inengineering is discussed. The value of the financial support and ASPIRE related activities isassessed using a survey and student reflections. The paper concludes with lessons learnedthrough implementation of this program.BackgroundBeginning in fall 2012, the University of New Haven has offered financial support toacademically promising sophomore and junior engineering and computer science studentsthrough A Scholarship Program to Increase Retention in Engineering

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Ella Lee Ingram, Rose-Hulman Institute of Technology; Elizabeth Litzler, University of Washington; Cara Margherio, University of Washington; Julia M. Williams, Rose-Hulman Institute of Technology

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NSF Grantees Poster Session

had submitted large scale proposals (~$2M each for 5 years), we anticipatedsignificant alignment among team members regarding project goals and approaches. However,team members from most institutions reported that re-establishing the conceptual basis and theplanned operations of the project was an important step in the development of their teamdynamics. The significant time lag between submitting the proposal and securing funding(almost nine months) was proffered as a major causative factor in the need to re-align projectgoals and approaches. One team reflected: Our proposal was based on what we thought the future might look like. When we would write a sentence, we put four things in that sentence, and the sentence makes it look

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Howard E. Jackson, University of Cincinnati; Kathy Koenig, University of Cincinnati

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NSF Grantees Poster Session

different instructors (color-coded including one who did not flip the class) showquite different results even though common or block exams were used in all threesections. The flipped classroom always had the lowest DWF rate, but not that the“flipped B” instructor (green) achieved lower DWF rates the second time he taught thecourse suggesting that the use of the flipped classroom may take some experience - evenwith substantial help—to implement most effectively.SummaryWe have provided here an executive summary of several efforts to transform the facultyculture with respect to teaching and with the result that student achievement and successhas been strongly enhanced. These preliminary results reflect the efforts of individualfaculty members who have

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

David B Knight, Virginia Tech; Maura J. Borrego, University of Texas, Austin; Timothy Kinoshita, Virginia Tech; Nathan Hyungsok Choe, The University of Texas, Austin

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NSF Grantees Poster Session

material is based upon work supported by the National Science Foundation Division ofGraduate Education under Grant Numbers DGE-1535462/1535226. Any opinions, findings, andconclusions or recommendations expressed in this material are those of the author(s) and do notnecessarily reflect the views of the National Science Foundation.

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Lisa Benson, Clemson University; Geoff Potvin, Florida International University; Adam Kirn, University of Nevada, Reno; Allison Godwin, Purdue University, West Lafayette (College of Engineering); Jacqueline Doyle, Florida International University; Jacqueline Ann Rohde, Clemson University; Dina Verdín, Purdue; Hank Boone, University of Nevada, Reno

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Diversity, NSF Grantees Poster Session

series of qualitative, longitudinal interviewswith students selected from normative and non-normative groups to understand how theynavigate their engineering experiences and define their educational trajectories over the firsttwo years of college. This data is being deductively analyzed based on our existing identity andintersectionality frameworks, as well as inductively coded for emerging themes on howstudents feel belongingness within engineering culture.This project seeks to move traditional demographic data beyond socially constructedperceptions of others and allows for the representation of student diversity from the perspectiveof each participant. This increasingly accurate reflection of diversity provides novel insight intothe

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Joyce B. Main, Purdue University, West Lafayette (College of Engineering); Amanda L Griffith, Wake Forest University; Xinrui (rose) Xu, Purdue University; Alexandra Marie Dukes, Purdue University, West Lafayette (College of Engineering)

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Diversity, NSF Grantees Poster Session

encourage more women andunderrepresented students to pursue engineering and to consider more fully the wide range ofengineering disciplines available.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1505006. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the authors and do not necessarily reflect the views of the National ScienceFoundation.ReferencesBandura, A. (1991). Social cognitive theory of self-regulation. Organizational Behavior andHuman Decision Processes, 50(2), 248-287.Wharton, A. (1992). The social construction of gender and race in organizations: A socialidentity and group mobilization perspective. In P. Tolbert & S

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

John L. Falconer, University of Colorado Boulder; Janet L. de Grazia, University of Colorado, Boulder; Garret Nicodemus, University of Colorado Boulder; Katherine Page McDanel, Dept of Chemical & Biological Engineering, University of Colorado Boulder; Michelle Medlin, University of Colorado

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NSF Grantees Poster Session

organized. For courses with over 100screencasts, we created separate, course-specific YouTube channels where screencasts areorganized into playlists by topic. Playlists are shorter, making it easier for users to navigate. Wealso added more textbook table of contents and linked screencasts to chapters in the textbooks,and simplified the existing links from textbooks. Because the FE exam form was revised since we created the links to screencasts usefulfor FE exam review, we have updated our website to reflect these changes. An FE exam playlistwas created on YouTube as well as a specific YouTube channel.Active learning materials An active-learning course package for chemical engineering thermodynamic was addedto the instructor resource

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

J. Patrick Abulencia, Manhattan College; Margot A Vigeant, Bucknell University; David L. Silverstein P.E., University of Kentucky

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NSF Grantees Poster Session

 perceived  learning  on  the  part  of  the  students  during  video  production,  as  well  as  qualitative  evidence  of  learning  in  students’  written  reflections  on  the  video  making  process.    However,  it  is  also  evident  that  perhaps  too  much  effort  was  devoted  by  students  to  making  videos  look  and  sound  good.    We  hypothesize  that  the  cognitive  load  devoted  to  this  takes  their  concentration  from  the  underlying  thermodynamics.    Further,  in  a  team  of  3-­‐4  students,  individuals  can  specialize.    Observations  suggest  that  some  students  concentrated  nearly  exclusively  on  video  editing  and  acting  and  did  not  participate  meaningfully  in  understanding  the  concepts

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Geoffrey L Herman, University of Illinois, Urbana-Champaign; Irene B. Mena, University of Illinois, Urbana-Champaign; Matthew West, University of Illinois, Urbana-Champaign; Jose Mestre; Jonathan H Tomkin, University of Illinois at Urbana-Champaign

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NSF Grantees Poster Session

changed only throughmutual reflective engagement about communal practices11,12 such as teaching practices orcurriculum design practices. CoPs provide a place for this mutual reflective engagement, invitingfaculty to engage in continuously deeper levels with RBIS, from the periphery to the core1.At research-intensive universities, faculty primarily engage in research CoPs. The primary markof membership within these CoPs is recognized depth of understanding in a field of study, asdemonstrated by key cultural artifacts such as dissertations and research articles22. Thesecommunal practices create a central identity of faculty as researchers and as experts. In contrast,the practices promoted by most RBIS do not value faculty as researchers or as

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Nasser Alaraje, Michigan Technological University; Aleksandr Sergeyev, Michigan Technological University

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NSF Grantees Poster Session

course surveywas used to obtain student feedback regarding instruction. There are a total of twenty questionsin the survey: the first eighteen questions are based on best practice and cover not onlycurriculum but also classroom and lab facilities; the question 19 and 20 are intended to elicitstudents’ feedback on their overall assessment of the instruction. Students were also encouragedto provide written comments to further improve the teaching practice. Students also rated howwell the course objectives were achieved on a scale of 1 to 5 with 5 being Strongly Agree and 1being Strongly Disagree. Table 1 reflects student feedback regarding access to new, effectivecurriculum modules and labs that more accurately reflect the needs of industry

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Margot A. Vigeant, Bucknell University; Michael J. Prince, Bucknell University; Katharyn E. K. Nottis, Bucknell University; Milo Koretsky, Oregon State University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

,  2012b;  Prince,  Vigeant,  &  Nottis,  2010),  as  well  as  student  answers  to  post-­‐activity  reflection  questions.    Faculty  using  these  activities  will  be  surveyed  both  for  the  amount  of  time  they  spent  on  each  particular  topic  as  well  as  about  their  sense  of  how  much  they  liked  the  approach  they  were  testing.        Acknowledgement  Funded  through  TUES  NSF-­‐1225031   Page 24.366.3     2  Bibliography  Prince, M., Vigeant, M., &

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brian P. Self, California Polytechnic State University, San Luis Obispo; Milo Koretsky, Tufts University; Susan Bobbitt Nolen; Dominic J Dal Bello, Allan Hancock College; James M Widmann, California Polytechnic State University, San Luis Obispo; Michael J. Prince, Bucknell University; Christopher Papadopoulos, University of Puerto Rico, Mayaguez

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Diversity, NSF Grantees Poster Session

expansion of the CW.In the past year, we have focused on (a) analyzing extensive interviews with faculty members toinvestigate aspects of the educational systems that influence the propagation of the CW in fivediverse institutional settings, (b) a multi-institutional “Common Questions Study” expandedfrom last year, (c) student metacognitive responses to complex concept questions, (d) machinelearning of constructed responses, (d) continued development and review of concept questions,and (e) development of adaptive instructional tools.Ecosystems Metaphor for PropagationIn this project, we use an ecosystem metaphor to understand the propagation of an instructionaltool, the Concept Warehouse [9]. This metaphor reflects a socio-cultural perspective that

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Chris Venters, East Carolina University; Saryn Goldberg, Hofstra University; Amy Masnick, Hofstra University; Kaelyn Marks, Hofstra University; Kareem Panton, Hofstra University

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NSF Grantees Poster Session

questions by having students grade them using the samerubric as the instructors. They observed that students matched the instructor-determined gradesless than 50% of the time. However, the rubric required students to discern between a “minorerror,” a “minor logic error” and a “significant conceptual error,” such that poor performance onthe calibration task may have been reflective of students’ inability to discern between these typesof mistakes.In this study we will examine preliminary data collected in an engineering statics course toobserve whether our students follow trends observed with postdiction calibration in other fields.Specifically, we are interested in determining if: 1) High-performing students are better calibrated than low

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Michael Geoffrey Brown, Iowa State University of Science and Technology; Monica H. Lamm, Iowa State University of Science and Technology; Md Imtiajul Alam, Iowa State University of Science and Technology

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NSF Grantees Poster Session

identity draws on three constructs reflected in similarresearch in physics, math, and science broadly: subjective interest in the subject, external feelings ofrecognition, and competency beliefs. That these concepts overlap with related frameworks forunderstanding students’ motivation to succeed and perform in STEM education is perhaps unsurprising,but results in a complicated picture of how EI forms and what role it might play in students’ trajectories.To disentangle expectancy value constructs of motivation and EI measures of competency beliefs, wouldrequire a simultaneous consideration of both- an approach absent in the current literature[8]. While a gooddeal of this work focuses on the factors that inform matriculation into engineering

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Corey E. Brady, Vanderbilt University; Hyunyi Jung, University of Florida; JOSE DAVID DE LEON ALEJANDRO, University of Florida; Chonika C Coleman-King, University of Florida; Zandra de Araujo, University of Florida; Kayla Sutcliffe, University of Florida

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Diversity, NSF Grantees Poster Session

from the larger community of thesurrounding town. Many of the students who attend St. Teresa’s live on this side of town, wherethere is quite a bit of poverty. Most students receive government-funded scholarships to attendthe private school, which is owned and run by a Black woman native to the local community.The school serves students pre-K through eighth grade. Roper Developmental Research Schoolis a public school affiliated with a University. The student population is selected by lottery andrequired to reflect the demographics and socioeconomics of the school-age population of theState. Participants were recruited and consented through a convenience sampling, by word ofmouth through researchers’ contacts in the schools and

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Royce A. Francis, The George Washington University; Marie C. Paretti, Virginia Tech; Rachel Claire Riedner, George Washington University

Tagged Topics

NSF Grantees Poster Session

limit their professional effectiveness since our study of engineering judgment in student writing clearly indicates that technical work is clearly mediated through communication practice. This finding is also reflected in Wilde and Guile’s (2021) use of the concepts of situated judgment and immaterial activity. They note that material production includes interprofessional teams’ idea generation and digitalFigure 2. High-level themes and sub- exchanges of ideas, suggestions, and recollections that