Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Denise Rutledge Simmons P.E., Virginia Tech; Cassandra J. Groen, Virginia Tech

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Diversity, NSF Grantees Poster Session

mixed methods study is to explore theinfluence of out-of-class activity participation on underrepresented students’ persistence,learning outcomes, and workforce entry. Here, we present findings from two quantitative studiesthat utilize the Postsecondary Student Engagement (PosSE) Survey to 1) examine the popularityof specific out-of-class activities and outcomes; and 2) identify the incentives for and barriers toparticipation. To highlight programmatic implications of this work, we then introduce theBuilding Undergraduate Interventions for Learning and Development (BUILD) Model, whichcan serve as a design framework for the modification and implementation of out-of-classinterventions intended for undergraduate engineering students. We conclude

Conference Session

Make It!

Collection

2018 ASEE Annual Conference & Exposition

Authors

Seref Yagli, Harmony Public School; Sheng-Jen Hsieh, Texas A&M University

Tagged Topics

Diversity

Tagged Divisions

Manufacturing

microcontroller to control the prosthetic limb according musclemovements in the arm [1]. This prototype project is intended to inspire students to recycle andreuse items around their homes and create something beneficial. Upon completion of thebackground research phase students transition to the prototype design, where students analyzethe crucial functions of arm and develop a working cardboard prototype which will later be 3Dprinted and assembled. Next step would be to analyze the muscles, which normally control handmovements and connect them to EMG (Electromyography) sensors [2]. Signals from thesesensors will be read by Arduino which in turn will activate the assigned motors in the prosthetichand.Engineering design process will be applied as

Conference Session

Make It!

Collection

2018 ASEE Annual Conference & Exposition

Authors

Eshan Ghotbi, Alfred University

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Diversity

Tagged Divisions

Manufacturing

to Make the Curved RoofsDr. Ehsan Ghotbi, Alfred UniversityDr Ehsan Ghotbi is an Assistant Professor at Mechanical Engineering Department at Alfred University inAlfred, NY. His interests include Design Optimization, Renewable Energy, Engineering Economy andLearning Process. He is teaching Kinematic and Dynamic Analysis of Machinery, Machine Design,Engineering Economics, Engineering Optimization and Vibration to Undergraduate and GraduateStudents. 1 MAKER: Design and Build a New Concrete Block to Make the Curved RoofsAbstractThis paper presents a senior design project that students worked on it over a year. The project is aboutdesign and building a new mold to produce the concrete

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Orlando Sanguinette Hoilett, Purdue University, West Lafayette (College of Engineering); Asem Farooq Aboelzahab, Purdue University, West Lafayette (College of Engineering); Erica A. Lott, Purdue University, West Lafayette (College of Engineering); Jacqueline Callihan Linnes, Purdue University

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Diversity

Tagged Divisions

Biomedical Engineering

. Linnes’s current research bridges innovations in basic science and translational diagnostic techniques in order to develop non-invasive, rapid detection technologies that ef- ficiently diagnose and monitor diseases at the point of care. Her teaching focuses experiential learning and co-creation of technologies via user-centered design and evaluation. c American Society for Engineering Education, 2018 #FunTimesWithTheTA—A Series of Fun, Supplementary Lessons for Introductory Level Biomedical Instrumentation Students (Part II) (Work-in-Progress)#FunTimesWithTheTA is a series of low-risk, low-stress, supplementary, active-learning lessons[1] developed for

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Lesley Strawderman, Mississippi State University; Rani W. Sullivan, Mississippi State University; Mahnas Jean Mohammadi-Aragh, Mississippi State University

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Diversity, NSF Grantees Poster Session

theundergraduate curriculum of these two majors is very similar, thereby facilitating thedevelopment of a cohort. We provide mentoring, cohort-building activities, and sharedcoursework early in the students’ academic careers to aid in the development of a cohortexperience for this group. Our program consists of four organized cohort interactions persemester: two networking events for strengthening the cohort community and two professionaldevelopment events to facilitate student successes.3.1 Mentoring ProgramThe ASPIRE mentoring program has three components: peer mentoring, faculty mentoring, andindustry mentoring. The interconnection of these components is shown in Figure 1. The ASPIREmentoring program attempts to ensure weekly mentoring while balancing

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

James D. Sweeney, Oregon State University; Milo Koretsky, Oregon State University; Michelle Kay Bothwell, Oregon State University; Devlin Montfort, Oregon State University; Susan Bobbitt Nolen, University of Washington; Susannah C. Davis, Oregon State University; Christine Kelly, Oregon State University

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Diversity, NSF Grantees Poster Session

identity of students in the School of Chemical, Biological, and EnvironmentalEngineering at Oregon State University. We aspire to establish a more inclusive, andprofessionally-based learning environment for our domestic and international students that betterfacilitates their understanding of and skills to navigate the world of engineering culture andpractice. We are working in our School to bring about change through establishing a culture ofinclusion and a shift in student learning environments from highly sequestered activities to morerealistic and consequential work that is more typical of the actual engineering workplace [1]-[2].In this third year of our project our work is focused on: (1) broadened faculty training andengagement in

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

Services for Undergraduate Programs (ES-UP) is a reform program of theNational Center for Women & Information Technology (NCWIT) for increasing womenrecipients of bachelor’s in computing. ES-UP uses a consultant-based approach to promoteevidence-based practices for improving the experience of the major for all students, rather thanexpecting women to conform to existing, disadvantageous conditions [1]. Computing andEngineering departments (“Clients”) who participated in the program were encouraged to adoptrecruitment and retention strategies that bring the greatest return on investment in the shortesttime with the smallest resource commitment, and which could be integrated into existingprograms and practices. Increasing participation in

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Megan Tomko, Georgia Institute of Technology; Robert L. Nagel, James Madison University; Melissa Wood Aleman, James Madison University; Wendy C. Newstetter, Georgia Institute of Technology; Julie S. Linsey, Georgia Institute of Technology

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Diversity, NSF Grantees Poster Session

pedagogy and implications. Makerspaces are often labeled as“open, learning environments,” and this work demonstrates how these spaces facilitate uniqueforms of learning that engage these women in the makerspace.1 IntroductionMakerspaces, places dedicated to making things, are labeled as open, accessible spaces whereone is free to create. These spaces gave makers a place where they could design, build, test, andcreate. While more and more makerspaces surfaced, the maker movement crept into academia,and before researchers could even make sense of this new phenomenon, makerspaces werestarting to take root on college campuses and in K-12 educational settings. From repurposingsupply rooms to building bright and shiny new facilities, these spaces have

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Edmund Tsang, Western Michigan University; Anetra J. Grice, Western Michigan University

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Diversity, NSF Grantees Poster Session

undergraduate graphics and printingscience program that is accredited by the Accreditation Council for Collegiate GraphicCommunications (ACCGC). In addition, CEAS offers 11 master’s programs and seven doctoralprograms. Fall 2017 enrollment consisted of 2,415 undergraduates, 447 master’s students and158 doctoral students.In 2005, WMU was awarded a STEM Talent Expansion Program (STEP) from the NationalScience Foundation to improve second-year retention by adapting the strategy of placingstudents into cohorts. Placing first-year students in cohorts or learning communities isrecognized by the National Survey of Student Engagement (NSSE) of Indiana University as oneof six high-impact practices positively affecting student success and retention [1]. Placing

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Robin Tuchscherer P.E., Northern Arizona University; Christine Allison Gray, Northern Arizona University; John Tingerthal P.E., Northern Arizona University; Ron Gray, Northern Arizona University

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Diversity, NSF Grantees Poster Session

“micro” nature of ourinterventions was not effective towards producing significant changes to students’ sense ofcommunity, engineering self-efficacy, or engineering identity – in a large lecture-formatintroductory engineering course. Or, it may be the instruments employed were not sensitive tomeasuring the change. Nonetheless, while inconclusive, the findings of this study are providedfor practitioners who may be interested in incorporating similar pedagogies into their classroom.In addition, the findings grow the knowledge-base and are available to researchers interested inextending the results into future studies.IntroductionThe current NSF-funded project [1] was designed to positively impact the retention ofengineering majors in early career

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

needs ofthe 21st century” [1]. While the United States moves toward minority-majority status, thatchange is not reflected in the number of graduate degrees being awarded to underrepresentedminorities (URM). In 2014, only 8.3% of the research-intensive doctoral degrees awarded inSTEM fields were earned by URM students [2].The Preparing Engineering Graduates Students for the 21st Century (PEGS21) project at UCDavis seeks to examine the transition from undergraduate to graduate study in engineering, andextend prior research of Gardner (2007), Gardner and Holley (2011) and Tate et al. (2014) thatidentifies the five following challenges to graduate degree attainment in first-generation students[3-5].1) Breaking the Chain: Low-income, academically

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Scott Steinbrink, Gannon University; Karinna M. Vernaza, Gannon University; Barry J. Brinkman, Gannon University; Lin Zhao, Gannon University

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Diversity, NSF Grantees Poster Session

classifies Gannon University as a PUI in theMasters L level category. For full-time faculty, the percentage of female faculty members is36.71% in Science, Technology, Engineering, and Mathematics (STEM) departments and54.73% in non-STEM departments. The academic programs are organized into three colleges:the College of Humanities, Education and Social Sciences; the College of Health Professions andSciences; and the College of Engineering and Business. The NSF S-STEM activity describedherein offers scholarships only to students within the identified engineering and computer andinformation science majors of the College of Engineering and Business.Table 1 includes baseline data for women and minority STEM students at Gannon Universitythrough the 2014

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tobin N. Walton, North Carolina A&T State University; Robin Guill Liles, North Carolina A&T State University

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Diversity, NSF Grantees Poster Session

]; n.d.a.).One way to accomplish this initiative is to model educational practices after the innovativeresearch and development processes characteristic of engineering businesses. According to [1],innovators within the engineering business model tend to be risk-averse, spending time andmoney on those innovations designed to address well-defined, specific needs. By contrast,engineering educators have traditionally focused upon knowledge creation and technologicalexploration, with less regard for market needs, associated cost, regulatory hurdles, etc. Ifengineering and computer science programs align with the innovators’ order, then studentswould first identify a social and/or industry need and then through coursework, obtain theknowledge and design

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nathanial David Wiggins, San Jacinto College; Sadegh Davari, University of Houston, Clear Lake; Sharon Perkins Hall, University of Houston, Clear Lake; Krishani Abeysekera, University of Houston Clear Lake; Norman H. Liebling, San Jacinto College; James LeRoy Meeks, San Jacinto College

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Diversity, NSF Grantees Poster Session

to STEM Careers program is a five-year collaborative grant betweenUniversity of Houston – Clear Lake (UHCL) and San Jacinto College (SJC) that aims to increasestudent success in STEM fields between the schools with focus on mathematics, physics,computer science, and computer engineering. The elements of the grant are SummerOrientations, Tech Fridays, STEM Challenge, Peer Mentoring and Scholarships. The universityand community college work together to design and facilitate events, many of which are student-driven. The overall objective of the grant is to increase student success through a transferablemodel that uses both formal and informal elements of education. Specific objectives along withtheir statuses are listed in Table 1. The

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Gloria J. Kim, Northwestern University; Casey Jane Ankeny, Northwestern University; Mark James Fisher, Northwestern University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

sequence spanning Summer and Fall.It consists of one (1) core course, two (2) elective courses, and a paid 6-month Summerinternship. These requirements for the certificate program are in addition to the MS degreeprogram requirements the students are enrolled in.Learning outcomes of the program are for the students to: • Gain an understanding about the science of translation • Generate and critically evaluate clinical data • Identify the regulatory issues related to new medical innovations • Communicate and function effectively in a multi-disciplinary team environmentThe core course, “Introduction to Translational Research,” is offered in Summer. Thisfoundational course, scheduled in the evening, is intended to introduce

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Xiaojing Yuan, University of Houston, College of Technology (CoE & CoT); Heidar Malki, University of Houston, College of Technology (CoE & CoT); Mequanint A. Moges, University of Houston, College of Technology (CoE & CoT)

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Diversity, NSF Grantees Poster Session

. The paperdetails the impact of the project has on students, faculty, programs, and the department. Theseinclude strategies and co-curriculum activities that engage scholars and their fellow students,enhance their learning experience on campus, and increase their retention and timely graduationrate. In addition, reflecting on what we did, what we achieved, and the lessons we learned, weshare our categorization of the decisions and choices we have to make while preparing andwriting a successful project proposal. We also detail our experience adapting established bestpractices in STEM higher education community to an urban public large university with adiversified population of students, faculty, and staff while implementing the program.1

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Alexandra Hain, University of Connecticut; Arash E. Zaghi, University of Connecticut; Christa L. Taylor

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Diversity, NSF Grantees Poster Session

siteprovided students with ADHD an opportunity to engage in research outside the confines of thetraditional engineering curriculum and interact with other students facing similar challenges. Thispaper presents quantitative and qualitative findings from a semi-structured interview and post-program survey of the students’ experiences. Overall, the major findings suggest that participatingin the program enhanced students’ 1) interest in engineering research, 2) interest in pursuinggraduate studies in engineering, and 3) feelings of belonging in engineering. For instance, allparticipants (N=10) responded either “agree” or “strongly agree” to statements reflecting thatattending the REU site increased their interest in research and in pursuing graduate

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Jing Yan, Nanjing Forestry University; Justin R. Allison, Jackson State University; Zhenbu Zhang, Jackson State University; Huiru Shih P.E., Jackson State University

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Diversity, NSF Grantees Poster Session

Growth T P Effect Size Mean Std. Deviation Mean Std. Deviation Group A 28.67 15.91 39.10 22.03 10.43 3.45 .001** 0.66 Group B 28.00 16.16 40.24 23.54 12.24 3.88 .000** 0.76 Group C 24.54 12.56 33.03 22.51 8.49 2.45 .017* 0.68 Group D 28.00 16.90 41.19 25.84 13.19 3.94 .000** 0.78Table 1 Paired T-test of Pre and Post-tests of Concept Inventory between GroupsNote: Group A, n=73; Group B, n=78; Group C, n=57; Group D, n=62. Effect Size

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Wei Zheng, Jackson State University; Ye Yuan, Nantong University; Jing Yan, Nanjing Forestry University; Justin R. Allison; Jianjun Yin, Jackson State University

Tagged Topics

Diversity, NSF Grantees Poster Session

applyingthose strategies for their subsequent STEM studies. However, the extent to which studentsapplied these strategies is not at the level as expected, which is indicated by the lowerpercentage of strategies applied by the participants, implying that there may still be apotential for improving students’ learning in their STEM courses through instructors’ effortsfor prompting students’ application of these strategies with adoption of novel instructionalstrategies. The limitations of current findings and suggestions for future research arediscussed as well.1. Introduction Creative problem solving skills are referred to as the abilities to identify and solveproblems creatively. They are critical skills required for engineering design, which

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Tristan Ventura, Rutgers University; Abdallah Khreishah, New Jersey Institute of Technology; John D. Carpinelli, New Jersey Institute of Technology; Durga Misra, New Jersey Institute of Technology

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Diversity, NSF Grantees Poster Session

this app. Finally, concluding remarks and an outline of future work arepresented.BackgroundCurrent forays into developing an educational application with a focus on geometric optics are,at best, limited in their teaching capabilities. While, at first glance, they are capable of conveyinga lot of information, this information is not apparent unless explained by an instructor. It is clearthat these tools are designed for use by an individual already knowledgeable in geometric optics,and that they are designed as visual tools for demonstrating certain concepts rather than aseducational tools for teaching these same concepts. Take, for example, the PhET geometricoptics simulator [1]. It is capable of illustrating the basic principles behind ray

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Cheryl Cass, North Carolina State University; Adam Kirn, University of Nevada, Reno; Marissa A. Tsugawa-Nieves, University of Nevada, Reno; Heather Lee Perkins, North Carolina State University; Matthew Bahnson, North Carolina State University; Rebecca Mills, University of Nevada, Reno; Amber B. Parker, North Carolina State University

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Diversity, NSF Grantees Poster Session

communities of practice [1]–[6] but have not been applied toengineering graduate communities. Through a mixed methods approach, this study willinvestigate graduate student motivational goal setting and identity formation to answer thefollowing research questions:RQ1: What are the identity and motivation profiles of engineering doctoral students, whichare based on previous academic and research experiences in STEM?RQ2: How does the STEM community influence identity formation and motivational goalsetting processes of engineering doctoral students?RQ3: How do goal setting processes related to identity formation and motivation influenceengineering graduate student retention, productivity, and pursuit of doctoral levelengineering careers?Results of this

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Indira Chatterjee, University of Nevada, Reno; Adam Kirn, University of Nevada, Reno; Jennifer R Amos, University of Illinois, Urbana-Champaign

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Diversity, NSF Grantees Poster Session

Education, 2018 The Effect of Engineering Summer Camps on Middle School Students Interest and IdentityIntroductionA persistent problem in engineering is an insufficient number of students interested in pursuingengineering as a college major and career. Under enrollment in engineering is highest forunderrepresented groups [1]. Student interest in engineering at the K-12 level has been shown topredict whether students of all backgrounds pursue engineering as a college major and career [2,3]. Middle school is a critical time where student interest, identity, and career choices begin tosolidify [4, 5]. Social cognitive scientists [6, p. 79] have developed a framework based on socialcognitive theory [7] for understanding

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kiersten Lenz, University of New Mexico; Eva Chi, University of New Mexico; Vanessa Svihla, University of New Mexico; Linnea K. Ista, University of New Mexico; Heather Canavan, University of New Mexico

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Diversity

Tagged Divisions

Biomedical Engineering

National Academy of Education / Spencer Postdoctoral Fellow. Dr. Svihla studies learning in authentic, real world conditions; this includes a two- strand research program focused on (1) authentic assessment, often aided by interactive technology, and (2) design learning, in which she studies engineers designing devices, scientists designing investigations, teachers designing learning experiences and students designing to learn.Dr. Linnea K Ista, University of New MexicoDr. Heather Canavan, University of New Mexico c American Society for Engineering Education, 2018 Work in Progress: Biomedical prototype design in collaborative teams to increase students’ comprehension and

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Martin Li, Duke University; Brianna Loomis, Duke University; Kevin Caves, Duke University

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Diversity

Tagged Divisions

Biomedical Engineering

, Durham NC 27708IntroductionProject Tadpole is a university sponsored service club at Duke University with three overarching goals:1) to provide students an opportunity to gain hands on experience with typical electronics fabrication andrepair skills, 2) provide insight, understanding and exposure to the needs of people with disabilities, and3) provide a training and adapted toys to the community. To address these goals Project Tadpole wascreated in 2011. This student led and run organization offers two types of services: repair andmodification of battery operated toys, and presentation of community educational and training outreachactivities. Since 2011 we estimate that we have had over 100 student participants, from both engineeringand non

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Neil A. Knobloch, Purdue University; Levon T. Esters, Purdue University; Heidi A. Diefes-Dux, Purdue University, West Lafayette (College of Engineering); Abeera P. Rehmat, Purdue University; Quintana M. Clark, Purdue University, West Lafayette ; Ulyssa Hester, Purdue University; Trinity A. Johnson; Dottie Vollmer, Purdue University; Elizabeth Morgan Alexander, Purdue University

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Diversity, NSF Grantees Poster Session

the agricultural STEM disciplines.Dr. Levon T. Esters, Purdue University Dr. Esters serves as the Director of the Mentoring@Purdue (M@P) program which is designed to in- crease the number of women and URMs receiving advanced post-secondary STEM-based agricultural and life sciences degrees in Purdue University’s College of Agriculture. Dr. Esters also serves as a Senior Research Associate at The Penn Center for Minority Serving Institutions (CMSI) at the University of Pennsylvania. Dr. Esters’ research focuses broadly on issues of educational equity and access of under- represented minorities with a concentration on three areas: 1) mentoring of women and underrepresented minority graduate students, 2) STEM career

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Catherine Cohan, Pennsylvania State University; Pradip K. Bandyopadhyay; Amy L. Freeman Ph.D., Tufts University; Ryan Scott Hassler; Mark William Johnson, Pennsylvania State University, Altoona Campus; Mikhail Kagan, Pennsylvania State University, Ogontz Campus; Ann Marie Schmiedekamp; Peter J. Shull, Pennsylvania State University, Altoona Campus

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Diversity, NSF Grantees Poster Session

.Results: There were 94 first-year bridge students in 2017. Students who participated in the math-intensive summer bridge programs earned statistically higher grades, by half a letter grade, intheir first college math course compared to the matched comparison sample. Summer bridgestudents were significantly more likely to earn a C or better in their first college math course(66%) than the comparison sample (52%). High school grade point average and SAT Mathscores independently and significantly predicted the first math course grade in a positivedirection for the summer bridge students but not for the comparison sample.Overview of the Project Goals and ObjectivesThe current research seeks to accomplish three goals: (1) Increase retention in

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Kenneth A. Connor, Rensselaer Polytechnic Institute; Kathy Ann Gullie Ph.D., Gullie Consultant Services; Dianna Newman, University at Albany-SUNY; Mohamed F. Chouikha, Howard University; John D. Kelly, North Carolina A&T State University; Craig J. Scott, Morgan State University; Mandoye Ndoye, Tuskegee University; Ibibia K. Dabipi, University of Maryland, Eastern Shore; Corey A. Graves, North Carolina A&T State University; Lei Zhang, University of Maryland, Eastern Shore; Ali Reza Osareh, North Carolina A&T State University; Sacharia Albin, Norfolk State University; Demetris Geddis, Hampton University; Petru Andrei, Florida A&M University/Florida State University; Fred Lacy, Southern University and A&M College; Hamid R. Majlesein, Southern University and A&M College; Abdelnasser A. Eldek, Jackson State University; John Okyere Attia P.E., Prairie View A&M University; Yacob Astatke, Morgan State University; Shujun Yang, Alabama A&M University; Li Jiang, Tuskegee University; Ben O. Oni, Tuskegee University; Saleh Zein-Sabatto, Tennessee State University

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Diversity, NSF Grantees Poster Session

Yes 84 Graduate/5th year <1 No 16 n=data from 13 sites, based on approximately 400 post surveys; one term  Though student participation and identity varied slightly across universities, when aggregated, approximately 83% each term represented an ethnic minority including Black (73%). Hispanic (6%), and Multi-racial (4%); only 9% self-reported as Asian and 7% as White. Overall, the majority of the students spoke English as their primary language (84%); most of the 16% non-primary English speakers self-reported as of Asian ethnicity.  More than half of student participants (59%) identified

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Mary Staehle, Rowan University

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

as 5=StronglyAgree, 4=Agree, 3=Neutral, 2=Disagree, 1=Strongly Disagree. All errors stated are 95%confidence intervals around the means. The Rowan University IRB approved this study, andparticipants were provided an explicit opportunity to refrain from completing the survey. Noidentifying information was collected, nor were any rosters of attendees generated or collected.Therefore, all assessment is anonymous and in aggregate.Preliminary Assessment of Student Attitudes and PerceptionsStudents reported a large increase in their awareness and understanding of the field of biomedicalengineering. When asked whether they knew what biomedical engineering was prior to theworkshop, the average response was 3.8±0.3. Ninety-seven percent of students

Conference Session

Biomedical Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Jeannie S. Stephens, University of Delaware; Sarah Ilkhanipour Rooney, University of Delaware

Tagged Topics

Diversity

Tagged Divisions

Biomedical Engineering

Arbor) and her Ph.D. (2015) in Bioengineering from the University of Pennsylvania. c American Society for Engineering Education, 2018 Effective Use of Engineering Standards in Biomedical EngineeringIntroductionThe use of engineering standards is an important skill for biomedical engineering (BME)students to succeed in their post-baccalaureate careers in the engineering profession [1].Engineering standards provide a framework for establishing and defining design constraints,working within regulatory and policy guidelines, and for developing and implementingappropriate design verification and validation methods [2,3]. Across BME departments there is astrong emphasis on the use of standards in Capstone or

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Dominic J. Dal Bello, Allan Hancock College

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Diversity, NSF Grantees Poster Session

. c American Society for Engineering Education, 2018IntroductionScholarships in Engineering, Science, Mathematics and Computer Science (SESMC, “seismic”)is an NSF S-STEM project at Allan Hancock College (AHC), a community college in SantaMaria, California. SESMC was funded at $600,000 for five-years. The first set of scholarshipswas awarded during academic year 2013–14, and the final set was awarded during 2017–18.Project activities were based on four foundations blocks: Financial, Academic Skills,Involvement, and Commitment/Motivation (Figure 1). Each scholar was awarded up to $6,000per year. Scholars were required to attend group study sessions, workshops, guest speaker talks,etc., as well as meet twice per semester with a faculty mentor in