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NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anitha Sarah Subburaj, West Texas A&M University; Vinitha Hannah Subburaj, West Texas A&M University; Pamela Renee Lockwood-Cooke, West Texas A&M University; Emily M. Hunt P.E., West Texas A&M University; Audrey Meador, West Texas A&M University

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Diversity, NSF Grantees Poster Session

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

time to work together for discussion and problem solving. Yet, throughmany communication tools, such as course LMS and mobile apps they were able to collaborateon lab problems, which also led them to build learning communities that went beyond thecourses. 1. Introduction During the last decade, there has been a significant increase in demand both from studentsand industry to shift away from traditional education and move toward a more independentmethod of online learning [1-5]. Accordingly, higher education institutions have been introducingand expanding online courses and online labs to meet this demand. The recent pandemic outbreakhas necessitated this transition rather than being an option. As a result, it has brought forthnumerous

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Mark F. Roll P.E., University of Idaho; Brian K. Johnson P.E., University of Idaho; Michael R. Maughan, University of Idaho; Michael Lowry, University of Idaho; Melinda A. Davis, University of Idaho; Connor J. Hill, University of Idaho

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NSF Grantees Poster Session

challenge; however, students involved in this program have achievedsuccess.Program Design and Approach Against the backdrop of the President’s Council of Advisors on Science and Technologyreport calling for one million new STEM graduates,1 the University of Idaho developed andimplemented Career Launch, a five-year NSF S-STEM funded program, in 2015. The hypothesisof the program was that reducing the hours students needed to work outside of school throughscholarship support would allow them to spend more time participating in activities that wouldenhance persistence by enriching their academic experience while progressing toward their futurecareer goals.2-4 The target pool for scholarship recipients had high financial need and were enrolledin

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gordon D. Hoople, University of San Diego; Diana A. Chen, University of San Diego; Joel Alejandro Mejia, University of San Diego; Laura Ann Gelles, University of Texas at Dallas; Susan M. Lord, University of San Diego

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Diversity, NSF Grantees Poster Session

acknowledge the differing valuesand perspectives of others.This research seeks to (1) identify energy examples outside of those traditionally used in theengineering canon; (2) develop and teach a course that integrates these non-traditional examplesusing CSPs; and (3) deepen educators’ understanding of how CSPs impact student learning,mindsets, and attitudes. These materials are being disseminated so that other faculty may use aCSPs approach to engage their students. An overarching goal of this work is to promoteinclusion within engineering to support broader participation and thus increase diversity. CSPsmay be a key tool in changing the dominant discourse of engineering education, improving theexperience for those students already here and making

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Houshang Darabi, University of Illinois at Chicago; Rezvan Nazempour, University of Illinois at Chicago; Anthony E. Felder, University of Illinois at Chicago; Shanon Marie Reckinger, University of Illinois at Chicago; Didem Ozevin P.E., University of Illinois at Chicago; Renata A Revelo, University of Illinois at Chicago; Jeremiah Abiade, University of Illinois at Chicago; Betul Bilgin, University of Illinois at Chicago

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NSF Grantees Poster Session

Academically Talented Low-Income Engineering StudentsAbstractThis paper provides the details of a poster that will be presented in the National Science Foundation(NSF) Grantees Poster Session at the 2021 ASEE Annual Conference & Exposition. The posterwill report the status of an NSF Scholarships in Science, Technology, Engineering, and Math (S-STEM) project. The objectives of this project are 1) enhancing students’ learning by providingaccess to extra and co-curricular experiences, 2) creating a positive student experience throughmentorship, and 3) ensuring successful student placement in the STEM workforce, graduate, orprofessional school. The students who are supported by this project receive financial andeducational assistance through various

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Chrysafis Vogiatzis, University of Illinois at Urbana-Champaign; Stephanie Marie Teixeira-Poit, North Carolina A&T State University; Tobin N. Walton, North Carolina A&T State University; Grace Gowdy, North Carolina A&T State University ; Bala Ram P.E., North Carolina A&T State University

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NSF Grantees Poster Session

designedto guide graduate students as they are building their research engineer identity. As part of the program,students were provided a web-based survey that provided us with information about how they connect toone another within and outside the university. In this pilot study, we aim to analyze the networks ofinteraction that result from their responses to the survey questions. We specifically want to address thefollowing questions: 1. In visualizing the networks of students based on their coursework, do we obtain useful information about how they perceive themselves? 2. Specifically, is there a relationship between the network relationships between students, their bridging and bonding social capital, and their sense of

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Philipp, University of Tennessee at Chattanooga; Olfa Nasraoui, University of Louisville; Jason Immekus, University of Louisville; Jody Zhong, University of Louisville

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Diversity, NSF Grantees Poster Session

are evaluated by their districts, in part, by usingthe International Society for Technology in Education (ISTE) Educator Standards. The sevenISTE Standards for Educators were used to evaluate the learning of teachers in the RET programafter a six-week research experience in partnership with graduate research groups at ametropolitan research university in the south-central U.S. From participation in focus groups andprogram products such as seminar presentations, we found that teachers expressed value in beingable to feel like a student again (ISTE Standard #1; Teacher as Learner). Additionally, teachersexpressed that thinking critically and using problem solving skills in an area with which theywere not familiar offered necessary insight

Conference Session

NSF Grantees Poster Session

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2021 ASEE Virtual Annual Conference Content Access

Authors

Milo Koretsky, Tufts University; Susan Bobbitt Nolen, University of Washington; Michelle Kay Bothwell, Oregon State University; Christine Kelly, Oregon State University; Susannah C. Davis, University of New Mexico

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Diversity, NSF Grantees Poster Session

. American c Society for Engineering Education, 2021 Revolution in CBEE: Connecting the dots between inclusivity and learning1. OverviewSupported by an NSF RED grant, the School of Chemical, Biological, and EnvironmentalEngineering (CBEE) at Oregon State University seeks to create: (1) a culture where everyone inthe CBEE community feels a sense of value and belonging, and (2) a learning environment thatprompts students and faculty to meaningfully relate curricular and co-curricular activities andexperiences to each other and to connect both with professional practice. For brevity, we labelthe first goal “equity and inclusivity” and the second “meaningful

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Indira Chatterjee, University of Nevada, Reno; Kelsey Scalaro, University of Nevada, Reno; Ann-Marie Vollstedt, University of Nevada, Reno; Jeffrey C. LaCombe, University of Nevada, Reno; Julia M. Williams, Rose-Hulman Institute of Technology; Adam Kirn, University of Nevada, Reno

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Diversity, NSF Grantees Poster Session

EngineersIntroductionThis paper describes progress to date on a five-year National Science Foundation S-STEMproject entitled "Creating Retention and Engagement for Academically Talented Engineers(CREATE)" being conducted at the University of Nevada, Reno, a large western land-grantuniversity. The objectives of CREATE are: (1) To implement a scholarship program built onevidence-based curricular and co-curricular best practices that supports low-income,academically talented students with demonstrated financial need through successful programcompletion; (2) To conduct a mixed-methods research study of the effect of the implementedevidence-based practices on the self-efficacy and engineering identity of the cohorts to contributeto the existing knowledge base on

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity, NSF Grantees Poster Session

College Engineering Scholars, Award #1833999) at FresnoCity College (FCC) is inYear 2 of the five-yearproject intended to Key Year 1 Findings from Student Surveysincrease persistence of 100% felt more motivated to complete their degreeengineering students along 89% felt more motivated to transfer to a 4-year institutionpathways to transfer and 89% felt they gained tools to be more successful in their degreegraduation from four-year programsuniversities. The first year 80 – 100% found various seminars on engineering andcoincided with the onset of engineering research to be useful or very usefulthe COVID-19 pandemicwhich brought unexpected 57% found the seminars on college finances and

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sarah M. MacGillivray, Education Development Center; Clara McCurdy-Kirlis, Education Development Center

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Diversity, NSF Grantees Poster Session

[1], [2].All ITEST projects are research and development (R&D), and are focused on providing innovativelearning models designed to inspire future STEM leaders. The main pillars of the ITEST program,which all projects are asked to address in their proposals, are as follows: (1) increase awareness ofSTEM and ICT occupations; (2) motivate students to pursue appropriate education pathways tothose occupations; and (3) develop STEM-specific disciplinary content knowledge and practicesthat promote critical thinking, reasoning, and communication skills needed for entering the STEMand ICT workforce of the future [1]. It is this focus on preparing diverse PreK–12 youth to becomea knowledgeable, skilled, and well-prepared future STEM workforce that

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christy Wheeler West, University of South Alabama; Eric J. Steward, University of South Alabama; Joseph D. Richardson, University of South Alabama

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NSF Grantees Poster Session

completed an associate’s degree. The reason for thisextended time to degree completion is that each curriculum has one or two sophomore-levelengineering courses that are not usually available at the community colleges. Because thesegateway courses are pre-requisites for the third-year curricula which operate on an annualschedule, new transfer students were not ready to join the third-year cohort in the fall.A pathway to a bachelor’s degree through community college is an accessible opportunity forfinancially challenged students and is seen as a means of achieving a more diverse engineeringworkforce.[1] Reducing time to graduation is a common institutional objective in highereducation, but it has specific economic importance for low-income transfer

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

John R. Reisel P.E., University of Wisconsin - Milwaukee; Wilkistar Otieno, University of Wisconsin - Milwaukee; Christine Beimborn, University of Wisconsin - Milwaukee

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NSF Grantees Poster Session

recipients.Students receive scholarship money to help them meet their college costs. In this paper, wedescribe the program elements beyond the scholarship money. Additionally, students have beensurveyed on their opinions of the value of the different on-going program elements and theirlevel of enjoyment in the program elements. We describe the results of this survey and providesuggestions for other programs to consider in their own S-STEM programs based on the surveyresults.PECS Program ActivitiesThe PECS program consists of a variety of activities for the scholarship students. Most of theseactivities are not unique to the PECS program, and you can find similar S-STEM programactivities at many other schools [1-10]. As expected of an S-STEM program, these

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexander P. Parobek, Purdue University at West Lafayette (COS); Patrick M. Chaffin, Purdue University at West Lafayette (COS); Marcy H. Towns, Purdue University at West Lafayette (COS)

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NSF Grantees Poster Session

various disciplines to solve real worldproblems [1]. A call to action has been made to develop and support new educational programsfor the revision of STEM education into a more integrated model [2], [3]. To this end, guidingframeworks are necessary for identifying what concepts must be incorporated into such modelsto effectively teach STEM in an interdisciplinary manner. In particular, the Next GenerationScience Standards (NGSS) outlines the “crosscutting concepts” as the common tools and lensesshared across disciplines that may be used to bridge into alternative contexts [4], [5]. The NGSSfurther distinguishes “energy and matter” as a crosscutting concept with relevance across thefields of science and engineering. The first law of

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Katie Evans, Louisiana Tech University; Mitzi Desselles, Louisiana Tech University; Marisa K. Orr, Clemson University

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NSF Grantees Poster Session

Summer 2021 program in an online or hybrid environment, we will summarizelessons learned from the 2020 experience.Cohort 1 Student OutcomesEighteen rising sophomores participated in the first cohort of the Engineering Fast-ForwardProgram in 2017. All eighteen students have been retained in a STEM degree program (100%STEM retention). Fifteen of the eighteen graduated in Spring 2017, fourteen with undergraduateengineering degrees and one with a mathematics degree (83% 4-yr graduation). The threeremaining Cohort 1 students are on-track to complete their degrees during the next year, two inengineering and one in biology. Both engineering majors have intentionally chosen a five-yeardegree plan to enrich their education: one is in the process of

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

the following goals for this 3-yearcycle: (1) Excite, empower, and educate 30 undergraduate participants in traditional/advancedmetrology and NDI, (2) for the undergraduate participants to experience an immersive research-training through a related transformative project, (3) to mold the undergraduate participants asboth independent/collaborative researchers capable of effective communication, (4) for theundergraduate participants to learn to ask the right questions, formulate plans, pragmaticallyinterpret data, and (5) inspire and enable the undergraduate participants to pursue advanced studyand related STEM careers. This site was a direct response to a recurring concern raised byindustry partners and technical workforce recruiters about the

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Alexandra Gendreau Chakarov, University of Colorado Boulder; Jeffrey Bush, University of Colorado Boulder; Quentin Lee Biddy, University of Colorado Boulder; Jennifer Jacobs, University of Colorado Boulder; Mimi Recker, Utah State University; Tamara Sumner, University of Colorado Boulder

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NSF Grantees Poster Session

developchallenges that are meaningful and relevant for middle school students in ways that promotedesign, engineering, and computational thinking. The shift to remote learning has been especiallychallenging for activities that require students to physically engage with the materials.This paper describes 1) the research context including certain modifications made due to theCOVID-19 pandemic, 2) the implementation experience of five middle school teachers whoenacted a curricular unit using programmable sensor technologies (called the sensor immersionunit) in the Fall of 2020, when their schools were engaged in synchronous remote instruction dueto the COVID-19 pandemic, 3) the adaptations researchers and teachers made to the instructionalunit to address

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Catherine L. Cohan, Pennsylvania State University; Lauren A. Griggs, Pennsylvania State University; Ryan Scott Hassler, Pennsylvania State University; Mark William Johnson, Pennsylvania State University, Altoona Campus; Michael Kagan, Pennsylvania State University, Ogontz Campus; Peter J. Butler, Pennsylvania State University; Tonya L. Peeples, Pennsylvania State University

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Diversity, NSF Grantees Poster Session

, University Park 31. Table 1 shows the demographiccharacteristics of the Cohort 5 participants. Seventy-three percent are male. Forty-seven percentare racially underrepresented. Thirty-seven percent of the bridge students are first-generationcollege students.Table 1. Background Characteristics for Cohort 5 Bridge Students Bridge Students Variables N % Gender Male 61 73 Female 23 27 Ethnicity African American 19 23 Asian 11 13

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Robert L. Potter, University of South Florida; Gerry G. Meisels, University of South Florida; Peter Stiling, University of South Florida; Kevin Yee, University of South Florida; Ruthmae Sears, University of South Florida ; Catherine A. Beneteau, University of South Florida; Kelley G. Schuler, University of South Florida; Alberto Danny Camacho, Hillsborough Community College; Scott W. Campbell, University of South Florida

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Diversity, NSF Grantees Poster Session

improveSTEM education at the University of South Florida, a large, public university. The STEERproject, funded by NSF-IUSE, seeks to achieve this improvement by (1) advocating andincentivizing the adoption of Evidenced Based Teaching (EBT) methods in STEM courses and(2) facilitating change to a culture in which student-centered learning is valued within research-driven STEM departments. A number of synergistic thrusts have been implemented to supportthese efforts and include:(1) Facilitating and Incentivizing Adoption of EBT Methods: Faculty can apply fordevelopment grants to incorporate EBT methods into their course. They can apply for travelgrants to learn more about adopting EBT within their discipline. A peer observation programplaces STEM

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NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tammy Michelle McCoy, Georgia Institute of Technology; Comas Lamar Haynes, Georgia Tech Research Institute; C. Fred Higgs III, Rice University; Illya V. Hicks, Rice University; Clayton J. Clark II, Florida A&M University; Natalie Yolanda Arnett, FAMU-FSU College of Engineering; Sylvia L. Mendez, University of Colorado at Colorado Springs; Valerie Martin Conley, University of Colorado at Colorado Springs; Molly Stuhlsatz, BSCS Science Learning

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Diversity, NSF Grantees Poster Session

development sessions. This poster details survey evidence of theeffectiveness attributed to the sessions presented between 2019-2020 from the point of view ofthe 11 postdoctoral scholars participating in the project. This study is guided by the followingresearch questions: 1. How do the engineering postdoctoral scholars rate the relevance and benefit of the personal and professional development sessions? 2. What do the postdoctoral scholars identify as most valuable about the personal and professional development sessions? 3. In what areas of the personal and professional development sessions do the postdoctoral scholars feel more informed? 4. What recommendations do the postdoctoral scholars offer in terms of

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Timothy A. Wilson, Embry-Riddle Aeronautical University - Daytona Beach; Massood Towhidnejad, Embry-Riddle Aeronautical University - Daytona Beach; James J. Pembridge, Embry-Riddle Aeronautical University - Daytona Beach; Erin Elizabeth Bowen, Embry-Riddle Aeronautical University - Prescott; Omar Ochoa, Embry-Riddle Aeronautical University; Carlos Alberto Castro, Embry-Riddle Aeronautical University - Daytona Beach

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NSF Grantees Poster Session

Department of Behavioral & So- cial Sciences at Embry-Riddle Aeronautical University in Prescott, AZ. She holds a Ph.D. in Indus- trial/Organizational Psychology from Saint Louis University, with a graduate minor in Research Method- ology.Dr. Omar Ochoa, Embry-Riddle Aeronautical UniversityMr. Carlos Alberto Castro, Embry-Riddle Aeronautical University - Daytona Beach Carlos Alberto Castro NEAR lab MicaPlex, room 222 Embry-Riddle Aeronautical University 1 Aerospace Blvd. Daytona Beach, Florida 32114–3900 386–226–7019 (W), 386–589–1402 (M) carlos.castro@erau.edu Project Role: Project Manager (a) Professional Preparation Project Management Institute Project Manager Professional (PMP) 2019 Embry-Riddle

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Christine Alvarado, University of California, San Diego; Joe Hummel, University of Illinois at Chicago; Diba Mirza, University of California, Santa Barbara; Renata A. Revelo, University of Illinois at Chicago

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Diversity, NSF Grantees Poster Session

Education Organization and Leadership from the University of Illinois. American c Society for Engineering Education, 2021 The Early Research Scholars ProgramBackgroundResearch experiences for undergraduates has shown to increase retention in scientific fields [1],and the NSF Summer REU program provides great support for such experiences. Most REUs aredesigned for advanced students with strong foundations in Computer Science. The EarlyResearch Scholars Program (ERSP) was designed to provide a structured research experience forstudents early in their CS career (pre-data structures when they apply). The goal is to increaseretention of women and under-represented

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity, NSF Grantees Poster Session

portions of the population which are greatlyunderrepresented in the STEM fields, and what the data tell us is that family income matters.Overall, only 32% of 2009 ninth graders from families in the lowest fifth of income levelenrolled in college within a year after graduation, compared to 51% of those from the middlefifth and 79% of students from families in the highest income group. And of that population, thepercentage of low-income students who attained a degree within 8 years was only 14%,compared to 29% for middle-income students and 60% for high-income students [1] . Moreover,low-income students are likely to be less prepared in math and science than their high-incomepeers coming out of high school, which makes them less likely to choose

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Kent J. Crippen, University of Florida; Gayle Nelson Evans, University of Florida; Chelsey Simmons, University of Florida

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NSF Grantees Poster Session

experiences canoccur across the educational continuum, including internships and other forms of field-basedactivities, but empirical research has focused on their use with only two primary populations,undergraduate students and as short-term summer programs for in-service teachers. The U.S.National Science Foundation has historically supported two programs that target each of theseaudiences. Namely, Research Experiences for Undergraduates (REU) and Research Experiencesfor Teachers (RET). Such experiences are principally used as a form of science education for tworeasons: 1) as a means for building identity with and/or skills appropriate for the domain (i.e.,supporting career interest and persistence) and 2) for supporting a curriculum development

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Michael Jason Babcock, Whatcom Community College; Tommaso Alessandro Vannelli, Whatcom Community College; Dan Hanley, Western Washington University; Eric Davishahl, Whatcom Community College

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Diversity, NSF Grantees Poster Session

participants regarding such attributes as their STEMidentities and sense of belonging compare to responses from a control group of students who didnot participate in the program. Preliminary identification of some program best practices willalso be presented.IntroductionWhatcom Community College (WCC) is a two-year open enrollment institution in the PacificNorthwest serving 6,795 students in 2019-20. WCC is situated in a county that experienced a14% growth rate between 2010 and 2019, with a current population of 229,247 people [1]. Thepopulation of students at WCC has been steadily diversifying, with those identifying as a studentof color increasing from 24.9% in 2009-10 to 33.4% in 2019-20. The college offers studentsaccess to the initial coursework

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Rosalyn Hobson Hargraves, Virginia Commonwealth University; Afroditi Vennie Filippas, Virginia Commonwealth University

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NSF Grantees Poster Session

interdisciplinary partnerships within and across institutions;  change the undergraduate mathematics curriculum in ways that support improved STEM learning for all students while building the STEM workforce of tomorrow; and,  monitor various aspects of the CF recommendations being implemented at participating institutions while measuring the impact on faculty and students.Because this collaborative approach for curriculum development is being implemented at avariety of institutions, each institution 1) uses locally appropriate strategies, 2) engages facultyfrom locally-selected partner disciplines, and 3) focuses on mathematics courses selected by thatinstitution. The consortium holds regular virtual meetings of the institutional

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Jay Phillip Jefferson, Florida International University; Alexandra Coso Strong, Florida International University; Trina L. Fletcher, Florida International University; Jade R. Moten, Florida International University

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Diversity, NSF Grantees Poster Session

Minority-Serving Institutions (MSIs) overall and support continued educational innovation within engineering at these in- stitutions. Specifically, she focuses on (1) educational and professional development of graduate students and faculty, (2) critical transitions in education and career pathways, and (3) design as central to educa- tional and global change.Dr. Trina L. Fletcher, Florida International University Dr. Fletcher is currently an Assistant Professor at Florida International University. Her research focus equity and inclusion within STEM education, STEM at HBCUs and K-12 STEM education. Prior to FIU, Dr. Fletcher served as the Director of Pre-college Programs for the National Society of Black Engineers

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NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gail P. Baxter, Stevens Institute of Technology; Keith G. Sheppard, Stevens Institute of Technology; Susan Lowes, Teachers College, Columbia University

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NSF Grantees Poster Session

in the Program in Computers, Communication, Technology, and Education at Teachers College, teaching courses on methodologies for researching technology in education and on online schools and schooling. American c Society for Engineering Education, 2021 FOUNDATIONS – Integrating Evidence-based Teaching and Learning Practices into the Core Engineering Curriculum: Retrospective on the Progress of Teaching-Track Faculty ParticipantsIntroductionImproving the quality of teaching and learning in higher education is an ongoing challenge particularly forfoundational courses [1]. Although a large body of research indicates that active and collaborativeinstruction [2] coupled

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NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Joni M. Lakin, University of Alabama; Daniela Marghitu, Auburn University; Edward W. Davis, Auburn University; Virginia A. Davis, Auburn University

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Diversity, NSF Grantees Poster Session

group that used GrandChallenges for Engineering to create altruistic framing that highlights the impacts of engineeringon society and our everyday lives. Students from the same region as the traditional STEMprogram were recruited for this new summer camp program called Tomorrow’s CommunityInnovators. We compared the impacts of the traditional STEM program to the camp withaltruistic framing to explore how they impacted students’ attitudes towards engineering andperceptions of the field.Engineering is a widely misunderstood field. It is often perceived as a field for those who preferisolation, value individual accomplishments, and have little interest outside of math and science.[1] [2] The reality is that engineers work collaboratively to solve

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