Conference Session

NSF Grantees: First Year Programming (1)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lizzie Santiago, West Virginia University; Anika Coolbaugh Pirkey, West Virginia University

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NSF Grantees Poster Session

appropriate.Expert problem solvers view a problem from a conceptual perspective and are able to identifypatterns of information in the problem that novices are unable. Experts have a great deal ofcontent knowledge and are capable of retrieving information from memory with little attentionaleffort. They organize the information based on core concepts and their thinking reflects a deepunderstanding of the subject. Experts also show a flexible approach to solving new problems [4].Contrarily, novice problem solvers tend to see problem solving as memorizing, recalling andmanipulating equations to find an answer. Novice problem solvers tend to observe problems interms of numbers and calculations, like a series of isolated information and equations relevant tothe

Conference Session

NSF Grantees: Design

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Foad Hamidi, University of Maryland, Baltimore County; Shawn Grimes; Stephanie Grimes; Adena Moulton, Digital Harbor Foundation; Andrew Coy, Digital Harbor Foundation

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NSF Grantees Poster Session

experience delivering maker programs. In the current project, wedeveloped three variations of a maker educator training program based on a successful makercurriculum that has been developed and refined over 5 years. We deployed the program in threeparticipating sites where educators and administrators learned to set up a maker learning spaceand deliver the curriculum to youth. Through interviews, program observations and call-in focusgroups with the educators and administrators, we found participants preferred hybrid trainingmodels that combined in-person training and space setup with online resources that could beaccessed any time. The participants also enjoyed having a curriculum to start with and expressedinterest in customizing it to reflect

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Noe Vargas Hernandez, University of Texas, El Paso; Linda C. Schmidt, University of Maryland, College Park; Gül E. Okudan Kremer, Pennsylvania State University, University Park

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NSF Grantees Poster Session

Electrical Resistance Combiination Tribology Microgeometry Optical Reflection Figure 3. Merged Genealogy Tree for the Traffic Light Redesign Problem.Figure 4 presents the data collected at UTEP and Maryland for both groups: Control and TRIZ.The numbers indicate the total number of ideas at each branch in the Genealogy Tree. Page 25.612.10 UTEP UTEP UMD UMD

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Punit Deotale, Texas A&M University; Sheng-Jen Hsieh, Texas A&M University

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NSF Grantees Poster Session

system, consisting of two cameras mounted on a stereo head andan infrared (IR) pod (Figure 1). The IR pod emits infrared light, which is reflected off users’eyes; the reflection is recorded by the cameras to track the eye movements.A software package called Facelab 5.0, which comes bundled with the system, was used torecord data. A software suite called Eyeworks from Eyetracking Inc. was used along withFacelab for data collection and analysis. The Eyeworks suite includes three softwareapplications: • Eyeworks Design is used to design custom scripts to be used in the experiments. • Eyeworks Record records the data necessary for analysis. • Eyeworks Analyze is an analysis tool that can be used to do visual analysis on the eye

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

James Logan Oplinger, Arizona State University; Andrew Michael Heiman; Matthew Dickens, Arizona State University; Chrissy Hobson Foster, Arizona State University; Shawn S. Jordan, Arizona State University, Polytechnic campus; Micah Lande, Arizona State University, Polytechnic campus

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

howthey view their trade--“making”--and engineering. Hacker and hobbyist appeared several timesin context of making and the maker movement. Makers often referred to engineering asprofessional or single-output or similar phrases. Despite this a common theme of building andinnovating was expressed in both descriptions. It would seem that the means of making andengineering differ but the general goal overlaps. The following methods describe in further depththe results and analysis of the respondents. Page 24.881.2Makers Reflecting About MakersThe definition of Making was captured via an ad-hoc approach at the September 2013 WorldMaker Faire New York2

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rebecca A. Atadero, Colorado State University; Meena M. Balgopal, Colorado State University; Karen E Rambo-Hernandez, Colorado State University; Anne Marie Aramati Casper, Colorado State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

: the assignment is driven by a motivating problem to be addressed and requires somekind of end product, be it a report, presentation or physical artifact 2. Other commoncharacteristics of projects are students working in teams3 and the greater emphasis on theapplication, rather than acquisition, of knowledge4.Projects are a natural fit for engineering education because they reflect professional practice andprovide an opportunity for students to develop the teamwork and communication skills they willneed5. Furthermore, the broader use of projects in engineering curricula is compatible withrecommendations for improving engineering education, such as including design early in thecurriculum6. Projects are also reported to improve student

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

same lab) worked together on the same mini project.After the boot camp, teachers joined their research group in pairs and spent the remaining fourweeks working on a research project with a mentoring team consisting of a computer sciencefaculty member and graduate students. Weekly social events were planned and attended by allparticipants and research group members. Weekly research seminars gave teacher participants achance to reflect on what they learned each week and to report their progress and next steps tothe entire cohort of teachers and research lab members. During the six-week experience, teachersalso worked regularly with a science education faculty member to develop student-centeredcurricular materials using a lesson plan

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Eugene Judson, Arizona State University; Keith D. Hjelmstad, Arizona State University; James A. Middleton, Arizona State University; Robert J. Culbertson, Arizona State University; Casey Jane Ankeny, Northwestern University; Ying-Chih Chen, Arizona State University; Lydia Ross, Arizona State University; Lindy Hamilton Mayled, Arizona State University; Kara L. Hjelmstad, Arizona State University

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Diversity, NSF Grantees Poster Session

’ metacognition so they can build habits of expert learnerswho define their learning goals and monitor their own progress. These principles were realizedthrough student reflection, student engagement, and contextualization of concepts by linking ab-stract concepts to real-world concrete examples. Faculty beliefs were changed as revealed by asurvey that found eight out of eight faculty said, in the last two years of using JTF pedagogy, theirclassroom practice had "changed somewhat or changed significantly." Another survey questionshowed that 7 of 8 felt that their views about teaching had changed "somewhat or significantly."On an open-ended survey faculty were queried, "How do you view your role in the classroom nowas compared to before joining JTF?" A

Conference Session

NSF Grantees: S-STEM 4

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity, NSF Grantees Poster Session

program added a training session focusing on various aspects of intersectionality as it relates to individual’s social identities, and how mentors can use these knowledge to better interact with mentees. The Fall 19 training session began with a warm-up activity where participants were asked to map out their social identities (e.g. race, age, gender, language, etc.) and reflect on how their most salient social identities may influence how their students/mentees may perceive them, and how they may present themselves. This warm-up activity included asking the participants (mentors), to reflect about their own experiences in interacting with their mentors while they were navigating their higher education experience, and to

Conference Session

NSF Grantees: K-12 Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Constance M. Syharat, University of Connecticut; Alexandra Hain, University of Connecticut; Arash E. Zaghi, University of Connecticut

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Diversity, NSF Grantees Poster Session

the design, delivery,reflection, and subsequent redesign of the program to meet the needs of middle school students.Major observations from the middle school program will be presented, along with key programcomponents. It was found that: students with ADHD benefit from a personalized learningenvironment that is centered around student interests and features flexibility and choice; thatinteractions with role models and mentors with ADHD in the context of engineering canencourage students to consider engineering as a career path; and that roundtable discussionshelped to build relationships between participants. A comparison of the middle and high schoolprograms indicates that the age in which the students were introduced to a strength

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Justin L Hess, Indiana University Purdue University, Indianapolis; Charles Feldhaus, Indiana University Purdue University, Indianapolis; Maher E. Rizkalla P.E., Indiana University Purdue University, Indianapolis; Mangilal Agarwal, Indiana University-Purdue University Indianapolis

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Diversity, NSF Grantees Poster Session

explanations that address scientifically oriented questions. 3. Learners formulate explanations and conclusions from evidence to address scientifically oriented questions. 4. Learners evaluate their explanations in light of alternative explanations, particularly those reflecting scientific understanding. 5. Learners communicate and justify their proposed explanations.The rubric is used to elucidate the extent to which teachers utilize a learner centered versus ateacher centered pedagogy with respect to each of these five curriculum features. Each of thesefeatures are evaluated with one question prompt on the rubric, with the exception of feature twowhich includes two question prompts, as shown in Appendix A. For each of these prompts

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

James P Becker, Montana State University; Carolyn Plumb, Montana State University

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Diversity, NSF Grantees Poster Session

. Thereporting module is being developed not only to give student immediate feedback regarding thedegree to which their perceived content mastery matches their actual mastery, but to provide theinstructor, a convenient manner in which to identify struggling students. Preliminary AssessmentSections will be used beginning in the first weeks of class in hopes of making students aware ofany deficiencies they exhibit, while offering resources to combat their deficiencies early enoughin the course to make a difference.Reading and Reflection ExercisesReading and Reflections exercises will be available to all students, but may be required (if theinstructor wishes) for students not passing a given PAS. The reading and reflection exercises willcontain brief

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity, NSF Grantees Poster Session

instituted a dedicated pedagogy seminarthat all studio GTAs attend. In this seminar, we have integrated concepts from ComplexInstruction in mathematics with particular attention to the way students’ status impacts theirparticipation on a team and their opportunity to learn.24,25 We are also working towards moreintentional ways for studio team formation, reflection, and interdependence. To this end we havepiloted the use of the CATME tool26 in one studio class. Finally, we have engaged our IndustrialAdvisory Board (IAB) as a source for problems to integrate in the studio. We have been workingwith the IAB Chair to develop a process where we can translate the project experiences of ourindustrial partners into useful studio activities for our students.4

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Katherine C. Chen, California Polytechnic State University, San Luis Obispo; Lizabeth T Schlemer, California Polytechnic State University, San Luis Obispo; Jane L. Lehr, California Polytechnic State University, San Luis Obispo; Emily E Liptow, California Polytechnic State University; Jaclyn Duerr, California Polytechnic State University, San Luis Obispo; Helene Finger P.E., California Polytechnic State University, San Luis Obispo; Jeffrey Boncan Cabanez, California Polytechnic State University, San Luis Obispo

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Diversity, NSF Grantees Poster Session

effective recruiting tool. Bytargeting the Partner Schools and First Generation engineering students, the scholarship programis aiding and supporting more diverse students with high financial need. Retention analysis isongoing through periodic check-ins, interviews and focus groups. Many of the PEEPScomponents are also being developed to reach a greater number of students beyond thescholarship recipients, such as the Engineering Student Success course and cohort scheduling ofgateway engineering courses.Assessment by interviews and a focus group of the PEEPS has revealed that the cohortscheduling of courses together has helped the students form a community and has assisted withstudying for courses. In addition, periodic reflections that aid in

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Jeremy John Vaillant, University of Massachusetts Lowell department of Mechanical Engineering; Christopher J Hansen, University of Massachusetts, Lowell; Jonathan D. Stolk, Franklin W. Olin College of Engineering; Stephen Johnston, University of Massachusetts, Lowell; Sammy G. Shina, University of Massachusetts, Lowell; David Joe Willis, University of Massachusetts, Lowell

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NSF Grantees Poster Session

, de-sign, analyze and prototype parts and products. The actual realization of physical products isdeemed important to the iterative design process – students should not only experience a designand manufacturing process, but also reflect on the physical manifestation of their ideas and ulti-mately experientially improve their engineering design abilities. To this end, several inexpensivekit-based CNC machines were compared on the basis of cost per working area/volume, machin-ing capability and simplicity of use5,6. The following two CNC platforms were selected for themechanical component in the initial deployment:• Inventables Shapeoko II: The Shapeoko II is a kit-based, hobbyist CNC machine designed by Edward Ford and distributed by

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kemper Lewis, University at Buffalo, SUNY; Deborah A. Moore-Russo, University at Buffalo, SUNY; Ann F. McKenna, Arizona State University, Polytechnic campus; Phillip M. Cormier, SUNY - University at Buffalo; Amy M. Johnson, Arizona State University; Adam R. Carberry, Arizona State University; Wei Chen, Northwestern University; David W. Gatchell PhD, Northwestern University; Timothy W. Simpson, Pennsylvania State University, University Park; Conrad Tucker, Pennsylvania State University, University Park; Gül E. Okudan Kremer, Pennsylvania State University, University Park; Sarah E. Zappe, Pennsylvania State University, University Park; Steven B. Shooter, Bucknell University; Charles Kim, Bucknell University; Christopher B. Williams, Virginia Tech; Lisa D. McNair, Virginia Tech; Marie C. Paretti, Virginia Tech; Joe Tranquillo, Bucknell University

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NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

VT Engineering Com- munication Center (VTECC). She received her PhD in Linguistics from the University of Chicago and a B.A. in English from the University of Georgia. Her research interests include interdisciplinary collabora- tion, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics courses; as well as a CAREER award to explore the use of e- portfolios to promote professional identity and reflective practice. Her teaching emphasizes the roles of engineers as communicators and educators, the foundations and evolution of the

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees Poster Session

day. Each topic will be covered over two weeks and each topic has anengineering analysis project and an engineering design project. How each topic starts, beginningon Tuesdays, and is taught over two weeks is shown on the right-hand side of the figure. Figure OSU-2. ENGR 1113 Course StructureAt the conclusion of a four week module (this is for the three major topics, Algebra,Trigonometry, and Calculus) each team submitted a report and each individual studentcompleted a reflection paper. Topics included in the team reports and reflections will include: thestudent’s contribution to lab, summary of data, and what the student learned in the lab. The

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

James P. Becker, Montana State University, Bozeman; Douglas J. Hacker, University of Utah; Christine Johnson

Tagged Topics

NSF Grantees Poster Session

happens to the power of various elements in a resistivecircuit as the value of one of the resistors decreases. The second exercise has students considersituations in which the ideal independent voltage and current source models might fail. Bothwriting exercises are built from a template that includes several metacognitive prompts to spurself-reflection on the part of the user. A rule-based approach was taken to detect evidence ofcommon misconceptions [2] and errors in student responses, as well as to identify sentences thatrevealed the student was correctly addressing the problems. Based on identified misconceptionsor correct concepts in a student’s writing, the web-based application selects appropriate directedline of reasoning (DLR) feedback

Conference Session

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

Tagged Topics

Diversity, NSF Grantees Poster Session

.5-6)The outcomes specifically address the need for interpersonal skills and a nuanced understandingof social and global context that may not be reflected in students’ or teachers’ understanding ofthe field. GCE Summer Camp 3Grand Challenges for EngineeringIn response to widespread misunderstandings of the field, as well as low enrollment numbers ofU.S. students in engineering programs [16], the National Academy of Engineering (NAE) hasintroduced a series of marketing campaigns to counter these common misperceptions ofengineering and the number and diversity of students entering engineering career fields. [16] [17][18] One of their campaigns to change perceptions is

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Russell Pimmel, University of Alabama (Emeritus); Ann F. McKenna, Arizona State University, Polytechnic campus; Norman L. Fortenberry, American Society for Engineering Education; Brian Yoder; Rocio C Chavela Guerra, American Society for Engineering Education

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NSF Grantees Poster Session

serves at most 55 participates peryear,5 which is a small fraction of the almost 25,000 tenure-track engineering faculty members.22Travel support to bring participants to a face-to-face workshop, even for a couple of daysbecomes prohibitively expensive when the effort is scaled even to accommodate a modestnumber of engineering faculty members.The inadequacy of existing faculty development models is reflected in the lack of evidence ofchanges in student learning,2 the slow adoption of engaging, active-learning methods that havebeen systematically tested and shown to be effective,1, 23 and the stalling of innovation in STEMeducation.29 A recent systematic and fairly extensive observational study provided dataindicating a reliance on the

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Caitlin Donahue Wylie, University of Virginia; Michael E. Gorman, University of Virginia

Tagged Topics

NSF Grantees Poster Session

hypotheses rather than conclusions. First, PIsexpect undergraduate lab workers to express “interest” and “excitement” about research. Weworry that assessing students according to how a professor perceives their “enthusiasm” canunintentionally exclude students who differ from the professor, such as by gender, race, class, orculture. Second, members of the two labs tell stories about failure to undergraduates in differentways, which serve as powerful modes of socialization. Discourse styles as reflected incommunities’ storytelling may influence undergraduates’ sense of belonging. Third, we tried anew methodology of inviting students to discuss their different kinds and levels of expertise withregards to the concept of T-shaped expertise, i.e., having

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado, Boulder; Nathan E Canney, Seattle University; Christopher Swan, Tufts University; Daniel Knight, University of Colorado, Boulder

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Diversity, NSF Grantees Poster Session

national dissemination of the survey, it maybe found that different types of teaching methods are more common in different types of coursesor disciplines. As an illustration of that idea, the prevalence of teaching methods used in requiredundergraduate courses (n=19) were compared to required graduate courses (n=5). Teachingmethods such as design and project based learning seemed more common in undergraduatecourses; lectures, guest lectures, and reflections seemed more common in graduate courses.Table 5. Methods that faculty use to teach students about ethics and/or societal issues in theircourses % of 19 required % of 5 required Teaching Method N

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

, targeted student interviews, classroom observations andinstructor reflection. Preliminary findings described herein will be used to informimplementation of the online learning forum in the Calculus I and II treatment sections, as wellas serve as a baseline condition for comparison with data gathered during the next phase of theproject.Introduction Efforts to graduate more engineering students and to promote their entry into the U.S.workforce as engineers are considered vital to our country’s ability to maintain a position ofglobal leadership, economic prosperity and national security1. Within Science, Technology,Engineering and Mathematics (STEM) education, data suggests that the U.S. is no longerproducing sufficient graduates, in terms of

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

3.70Team effectiveness characteristicsThe percentage of responses of the participants on team effectiveness is presented in Table2a-c. The majority, 62.97%, strongly agreed that clear objectives are established for teamactivities. Moreover, 51.85% strongly agreed that the team members are supportive of eachother, and 40.74% agreed that the team members feel fully utilized. In summary, the resultsshowed that larger percentages of the respondents agreed with all of the items. Additionally,it was observed that the highest percentage of disagreement in some items was 7.41% andoccurred under “The team often reflects on how well they achieve the objectives” and “theteam is involved in creating task objectives.”Table 2a: Percent Responses of the

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Danielle Wood, University of Notre Dame; Hazel Marie, Youngstown State University ; Faisal Aqlan, University of Louisville; Jay B. Brockman, University of Notre Dame; Daniel Lapsley, University of Notre Dame; Kerry Meyers, University of Notre Dame; Emily C. LaPorte; Khalid Oladeji Bello, University of Louisville

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Diversity, NSF Grantees Poster Session

year replication, however, we breakout replication sites with onlydescriptive statistics.Replication SitesThe C-EEEM replication, as noted, focuses on cities in the Midwest. In part, replication siteswere chosen for similarities to the pilot site region, such as a decline in population in the 20thcentury. Challenges aside, these cities offer corresponding opportunities [18]. Louisville is aspecial case; despite is losing population each decade from the 1970s on, a county merger in2003 nearly doubled the population of the city for the following census. Otherwise, as withSouth Bend and Youngstown, it has disinvested neighborhoods in its urban area and populationdemographics reflecting a high number of those underrepresented in STEM fields

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Hannah Wilkinson, Utah State University

Tagged Topics

Diversity, NSF Grantees Poster Session

)represent a unique yet understudied student group that comprises substantial numbers of thosehistorically underrepresented and underserved in STEM (i.e., due to race, ethnicity, gender, socialclass, ability, orientation, etc.). The individual diversity reflected by SVSMs, as well as theirtechnical interests, leadership and teamwork skills, maturity, life experience, and self-discipline,highlight SVSM as promising candidates for helping the field of engineering meet 21st centurySTEM workforce diversity goals [1,2].Project Goals and Work PlanThe overall goal of this NSF CAREER project is to advance full participation of SVSM within higherengineering education and the engineering workforce via two complementary work streams: aresearch plan and an

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity, NSF Grantees Poster Session

minor, ENGR 195E, can befound in Table 1. The table reflects data for all students who have completed the minor to date,as well as a subset of students who completed the exit survey. At SJSU, as well as nationwide,social science students tend to be more diverse than engineering students [13], [14]. This patternis reflected in the demographics of students completing the minor, such that a higher percentageof Applied Computing students are women and underrepresented minorities relative to studentsin the College of Engineering, in which 19% are women and 22% are URM [13]. The mostpopular major among Applied Computing students is Psychology, followed by Economics. Lesscommon majors include Business, Sociology, Behavioral Science, Communication

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Anagha Kulkarni, San Francisco State University; Shasta Ihorn, San Francisco State University; Carol E. Tate, SRI International; Jennifer Nelson, San Francisco State University; Nina Narayan Hosmane, San Francisco State University; Nicole Adelstein, San Francisco State University; Pleuni S. Pennings, San Francisco State University; Torey D. Jacques, San Franciso State University; Ilmi Yoon, San Francisco State University

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Diversity, NSF Grantees Poster Session

Approach to Web Programming ● CSc 698a: Topics in Computing I (Project-based Learning) Spring (Year 2, Semester 4) ● CSc 698b: Topics in Computing II (Project-based Learning) Since its launch in Fall 2016, three cohorts have graduated. The cohort size has been 15students, on average. In the 2020 graduating cohort, the graduating cohort of students was 85%women, 37% Latinx, and 11% Black/ African-American - starkly different from the typicaldemographics of a traditional CS major program, and also those of Biology/Chemistry majorprograms. We have made efforts to have these demographics reflected in the mentors selected forthe program: 77% of the mentors recruited to date have been female or URM.2. PINC Peer Mentoring

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Stephanie Claussen, San Francisco State University; Brent K. Jesiek, Purdue University at West Lafayette (COE); Carla B. Zoltowski, Purdue University at West Lafayette (COE); Shiloh James Howland, Brigham Young University

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Diversity, NSF Grantees Poster Session

Collection PlanData SourcesThe two sources of data for this project will be surveys and follow-up interviews. Each will becarried out during both of the phases of the study referenced above. Below, we describe thesetwo data sources in greater detail.Survey MeasuresSurvey data collection will include eight measures carried over from our previous study [16] andone new measure (the Moral Foundations Questionnaire, or MFQ). These instruments wereselected for our research because they reflect a wide variety of complementary constructs andmeasurement domains and include both general and engineering-specific measures. We addedthe MFQ to our plan for this study to acknowledge an increasingly “pluralist” view of moraldecision-making which involves not only

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Ying Tang, Rowan University; Ryan Hare, Rowan University

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NSF Grantees Poster Session

a traffic light controller to teach students the basics of sequential digital logic design, a core component in both Computer Engineering and Computer Sciences. Gridlock was chosen as it already implements several meta-cognitive strategies designed to promote student learning and student self-reflection, thus giving a solid foundation to build the learning support system on top of. This paper reports preliminary results from early testing and continued development of the Gridlock system. In testing the game system, students in Introduction to Digital Systems courses and Computer Architecture courses at Rowan University utilized the game as a supplementary tool to assist them with lab work. The