Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Maria-Isabel Carnasciali, University of New Haven; Jean Nocito-Gobel, University of New Haven; Christopher Martinez, University of New Haven; Mark J Graham Ph.D., Yale University

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NSF Grantees Poster Session

providing scholarships to communitycollege transfer students; providing support services including peer tutors, conferences, lectures,presentations, and career planning workshops; and increasing student engagement in college- anduniversity-wide activities that contribute to persistence.This paper details the process of development and implementation of a systems approach toevaluation, where the assumption is that our program is itself lodged in a larger system withvarious stakeholder interests and desired outcomes. The assessment plan was created by usinglogic and pathway models that relate activities in the ASPIRE Program to short term, mediumterm, and long term outcomes. The assessment plan further identifies how activities supportoutcomes and

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Serah Wambui Njau; Bernard J. Van Wie, Washington State University; Jacqueline Gartner Ph.D., Washington State University; Paul B Golter, Washington State University; Robert F. Richards, Washington State University; Cecilia Dianne Richards, Washington State University; Fanhe Shamus Meng; Olusola O Adesope, Washington State University-Pullman; Nathaniel Hunsu; Negar Beheshtipour, WSU; Prashanta Dutta, Washington State University; David B. Thiessen, Washington State University; Amber DeAnn Graviet, Washington State University; Arshan Nazempour, Washington State University

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NSF Grantees Poster Session

gasifier design in resource limited environments, the team is working inter-nationally with Ahmadu Bello University and the National Research Institute for ChemicalTechnology in Zaria, Nigeria. This enhances the education of US students by providing experi-ences with a transnational collaborative team.In this paper we will present technical aspects surrounding development of a number of newlearning cartridges, both low-cost vacuformed models already fabricated and classroom tested Page 26.1155.3and those in the planning stages including a Solid Works image and COMSOL model of a newsimplified Shell and Tube Heat Exchanger and the Biomass cartridge

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Charles E. Pierce, University of South Carolina; Nicole Berge, University of South Carolina; Joseph V. Flora, University of South Carolina; Fabio Matta, University of South Carolina; Robert Petrulis, EPRE Consulting LLC; Ethan Washam, STV Engineers

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Diversity, NSF Grantees Poster Session

removing unknowns through research, I was able to move down to a direct and effective question.”3.2 Course Outcomes: Student Preparation for the Summer Research ExperienceDuring the first week of the summer research program, the five recipients participated in a groupinterview with an external evaluator. The purpose was to discuss their perceptions of theresearch course and their proposed work plans for the summer. This section summarizes thestudent responses.In describing the course, the first item mentioned was a process of defining the meaning ofresearch, and, over several weeks, refining their definition. One student said, As a class, we decided on what a 20-word definition of what research was the first day, and then at two

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Chao Chen, Department of Computer Science and Engineering, University of South Carolina; Ramin Madarshahian, University of South Carolina; Juan M Caicedo, University of South Carolina; Charles E. Pierce, University of South Carolina; Gabriel Terejanu, University of South Carolina

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NSF Grantees Poster Session

probabilities given that all the concepts are known to ensure logicalrelationships. Future work is planned to further constrain the parameter optimization.Numerical Results from Pilot StudyThe data collected from 37 students over three sequential quizzes has been used to inform thedevelopment of Bayesian networks for knowledge tracking. Each student will have his/her ownindividual model. At the beginning of the class, prior to any testing the probabilities will besimilar across models. However, once the testing begins these probabilities will be quitedissimilar from student to student, which in essence will provide a knowledge profile for eachindividual student. Three quizzes have been given during this study. The first quiz contains twoquestions

Conference Session

NSF Grantees: Student Development

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Eduardo Santillan-Jimenez, University of Kentucky; Qing Duan, University of Cincinnati; Jacinda K. Dariotis, University of Cincinnati; Mark Crocker, University Kentucky

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Diversity, NSF Grantees Poster Session

trainees will register for this seminar course, which will be co-taught by the corefaculty and by guest speakers with expertise in different areas and which will be open to allSTEM graduate students. Training will be offered for the development of each skill both duringthe seminar and beyond (through practical training in subsequent years); however, beyond theseminar course trainees will only be required to participate in a manageable number of activitiesmost directly relevant to their individual development plan (vide infra).Completing the interdisciplinary and seminar courses described above will give students 6 of the12 credit hours needed to attain a topical certificate established through this NRT. Trainees willearn the other 6 credits by

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Mary R. Anderson-Rowland, Arizona State University; Armando A. Rodriguez, Arizona State University; Anita Grierson, Arizona State University

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NSF Grantees Poster Session

majors to Infomatics which is not an engineering degree.The retention to graduation of this group of students in STEM is 98.6% and in engineering is97.2%. The retention to graduation in engineering at ASU is 94.4%. Forty-nine students (69%)have received their Bachelor’s degree and 25 (51%) of the students have continued on tograduate school. Seven of these students are in engineering PhD programs. Page 23.1052.6III. ProgrammingGraduate school is an emphasis in both S-STEM programs. The students are urged from day oneto have graduate school in their plans. The students are told about the greater opportunities inindustry with a

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Linda DeAngelo, University of Pittsburgh; Allison Godwin, Purdue University, West Lafayette ; Erica M. McGreevy, University of Pittsburgh; Eric Trevor McChesney, University of Pittsburgh; Kevin R. Binning, University of Pittsburgh; Natascha Trellinger Buswell, University of California, Irvine; Christian D. Schunn, University of Pittsburgh; Charlie Díaz, University of Pittsburgh; Gerard Dorvè-Lewis, University of Pittsburgh; Kevin Jay Kaufman-Ortiz, Purdue University, West Lafayette ; Beverly Conrique, University of Pittsburgh; Maricela Bañuelos, University of California, Irvine; Carlie Laton Cooper, M.Ed., University of Georgia; Anne-Ketura Elie, University of Pittsburgh; Rachel Kelly Forster, University of Pittsburgh; Brianna Julia Gonzalez, University of Pittsburgh ; Danielle Vegas Lewis, SUNY Fredonia ; Heather Lee Perkins, University of Illinois, Urbana - Champaign; Nelson O. O. Zounlomè

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Diversity, NSF Grantees Poster Session

believing” [27] and social proof [28] as methods to establish the intervention message as a classroom norm. 5) Finally, the instructor brings the full class back together and asks volunteers to share what their group has discussed.Research QuestionsResearch on the Intervention’s Effects on StudentsThe first part of our research plan focuses on understanding how the ecological belongingintervention that was initially developed for first-year courses translates into second-year coursesand how it can be adapted across institutional contexts in both first- and second-year engineeringcourses. We pose three research questions:RQ1 (the course contexts): How do students, with a focus on minoritized students (i.e., Black,Latinx, and Indigenous

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

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Diversity, NSF Grantees Poster Session

/construct things, but that they rarely mentioned that the products of engineeringare all around or impacts our everyday lives. [12] Even less common were details about howengineers work collaboratively or that they have to be creative in their work. In their quantitativesurvey, Cunningham et al. reported that teachers were more likely to believe engineers constructbuildings themselves and drive machinery, rather than planning and supervising these tasks. [1]Given this lack of awareness of the field, it is no wonder that many students have inaccurateperceptions of the potential to meet altruistic values in engineering because they do notappreciate the breadth of its impact or the importance of engineering in our everyday lives.Other researchers have

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Yen-Lin Han, Seattle University; Jennifer A Turns, University of Washington; Kathleen E. Cook, Seattle University; Gregory Mason P.E., Seattle University; Teodora Rutar Shuman, Seattle University

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Diversity, NSF Grantees Poster Session

“Teaming” exercise every three conduct the Teaming weeks as an avenue to converse, connect, and continue to exercise grow as a team. [5], [35]. Connect Develop a process to come One “Teaming” exercise was dedicated to experimenting the up with the new Societal with this process. [To be disseminated] department PEO by holding Product- the new Societal See Ref. [34]. retreats and PEO “Teaming” Plan retreats Every fall at the beginning of the academic year, the RED exercises PI team

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

the students tocollaborate on their research experiments, help them learn how to participate in scientificquestioning, and provide them with a framework for their research experience. It also fostersstudent-student relationships as they work together to plan their presentations and regularly learnabout the group members’ research experiences. In one expanded weekly meeting, the REUgroup takes a half-day field trip to tour a local industry or governmental partner to focus oncareer options.At the conclusion of the 10-week research experience, the students present their researchfindings in a competitive formal poster session to research faculty, staff, and students at the RiceUniversity Summer Research Colloquium. Participants complete

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Amelito G. Enriquez, Canada College; Nicholas Langhoff, Skyline College; Erik N. Dunmire, College of Marin; Thomas Rebold, Monterey Peninsula College

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Diversity, NSF Grantees Poster Session

Institute, which is a two-day teachingworkshop that introduces community college engineering faculty to the CALSTEP curriculum,and assists faculty in implementing the curriculum and developing alternative teaching andlearning strategies to increase enrollment and improve teaching effectiveness. Results ofcurriculum development and the implementation of the Summer Engineering Teaching Institutewill be highlighted in this paper, as well as future plans to maximize the impact of the program inincreasing access to engineering education among thousands of community college engineeringstudents and strengthening engineering transfer programs in the state.1. IntroductionAddressing the retention problem in the first two years of college is one of the

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

motivation(expectancy, value, and lowered cost) and reported and planned use, with the highest gains forreal-world applications of 8% to 12%. Teaching with more EBIS student-centered classroom prac-tice was assessed with classroom observations with a tool called Reformed Teaching ObservationProtocol (RTOP) which has 25 items related to EBIS practice and is used by trained observers toassess classroom practice. There was a positive gain of 22% for all faculty from pre (early fall) topost (late spring) observations indicating a significant shift toward EBIS classroom practice. Forthe CoP sessions there was a short post-session quantitative and qualitative survey given for all sixsessions. All results were quite positive across the six meetings with

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Erin A. Cech, Rice University; Rocio C. Chavela Guerra, American Society for Engineering Education; Adrienne Minerick, Michigan Technological University; Tom J Waidzunas, Temple University

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Diversity, NSF Grantees Poster Session

transformative, cyclical mixed-method research model to provide a basis forsocial change. The transformative research generates new knowledge of engineering culturethrough surveys of engineering deans, faculty and students as well as ethnographic participantobservations during Safe Zone training sessions with engineering faculty. The cyclical aspect ofthe project plan integrates this new knowledge into another level of Safe Zone training sessionsthat address engineering culture more specifically.1. IntroductionIn its 2012 “Engage to Excel” Report to President Obama, the U.S. President’s Council of Advi-sors on Science and Technology (PCAST) called for producing one million more STEM profes-sionals over the next decade than would be produced at the

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Melody Baglione, Cooper Union

Tagged Topics

NSF Grantees Poster Session

Facilities-Based and Hands-On Teaching ApproachAbstractThis paper presents an overview of and the latest outcomes from an NSF TransformingUndergraduate Education in STEM (TUES) funded project, “Building Sustainability into ControlSystems Courses.” The new teaching strategy leverages an energy efficient academic building toexpose students to modern heating, ventilation, and air conditioning (HVAC) and sustainablebuilding concepts. Students perform new process control laboratory experiments, are taken ontours of the building’s HVAC mechanical rooms, and are shown the Building ManagementSystem. A formative assessment plan is guiding the development of new curriculum materialsand assignments. Direct and indirect assessment results

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Ann F. McKenna, Arizona State University, Polytechnic Campus; Nadia N. Kellam, Arizona State University; Micah Lande, Arizona State University, Polytechnic Campus; Samantha Ruth Brunhaver, Arizona State University, Polytechnic Campus; Shawn S. Jordan, Arizona State University, Polytechnic Campus; Jennifer M Bekki, Arizona State University, Polytechnic Campus; Adam R Carberry, Arizona State University; Jeremi S London, Arizona State University, Polytechnic Campus

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NSF Grantees Poster Session

. Then faculty were asked todevelop changes that the fictionalized faculty could implement into their classroom—one thatwould be easy to implement and one that would be more significant. The final step of thisactivity was to have faculty identify specific changes that they could make to their own teachingto improve student learning. The end of the workshop concluded with a discussion of the largerRED project and plans for future NEXUS workshops. Faculty notes taken during the activitywere collected to capture the barriers and catalysts that faculty identified and ways that theywould like to make changes to their classrooms.!!In addition to the ASU-based NEXUS activities, two team members also delivered a three-hourworkshop at the University of

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

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

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NSF Grantees Poster Session

projectdesigned to understand the barriers that inhibit students from pursuing engineering careers in theAppalachian region of the United States and, ultimately, to develop a theoretical framework thatexplains the factors that limit Appalachian students’ pursuit of engineering careers. Theframework would serve as a foundation for research-based interventions designed to broadenparticipation among this demographic.In the first phase of the research project, we are exploring salient influencers of students’ careerchoice process. To do this, we are exploring career paths from the perspective of high schoolstudents, college students, and engineering working professionals. The three differentperspectives afford a quasi-longitudinal1, 2 look at planned (high

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Chad M. Laux, Purdue University, West Lafayette

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

A.S.E.T/B.S.E.T Plan of Study (Supply[5]. This issue is further complicated by the fact that food and Chain Source: ISO 22006)foodstuff production and manufacturing is becoming increasingly complex and is requiring moretechnically skilled employees [6]. The U.S. Department of Labor’s Career Guide to Industries, 2008-09Edition, Food Manufacturing, stated: “Fierce competition has led food manufacturing plants to invest in technologically advanced machinery to become more productive. The new machines have been applied to tasks as varied as packaging, inspection, and inventory control, but the processing of animal products remains a labor-intensive activity that is resistant to automation efforts. As a result

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jessica Moriah Vaden, University of Pittsburgh; April Dukes, University of Pittsburgh; Amy Hermundstad Nave, Colorado School of Mines; Melissa M. Bilec, University of Pittsburgh

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Diversity, NSF Grantees Poster Session

practices wasto ensure a physically accessible and usable classroom for all students and to pre-plan for anyaccommodations for students whose needs are not fully met by a course’s instructional design.The second categorization groups the practices using the Aspire Alliance’s inclusive professionalframework core domains: identity, intercultural, and relational [12]. We chose these domains tofurther categorize the strategies because they contextualized the practices for specific situationsor focuses. For example, the practices in the intercultural domain focused on supporting studentconnections to content, encouraging students to be their authentic selves, and creatingopportunities for peers to connect [12]. We also developed a supporting

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

98% Leadership meetings—electronic Weekly --on-site retreat for planning Year One, Three --conferences (i.e., ASEE, NSF, Department Heads) Annually Materials and Resources: Number of sites contributing 100% Google portal curriculum units 80% On-site demonstrations/Posters of Use at on-site

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Lea K. Marlor, University of Michigan; Cynthia J. Finelli, University of Michigan; Michael J. Prince, Bucknell University; Jenefer Husman, University of Oregon; Matthew Charles Graham; Ariel Chasen, University of Texas, Austin

Tagged Topics

NSF Grantees Poster Session

Sig. Partial Eta SquaredIntervention 0.066 1 0.066 0.116 0.733 0.001Control 0.001 1 0.001 0.002 0.968 0.000Error(ARV) 76.253 135 0.565 Table 3: Student Behavioral Response- Evaluation of the course.Next Steps While our preliminary results have not shown differences between our control andintervention groups, we plan to dig further into our data and do more complex analyses to findpotential differences that cannot be shown using ANOVA. Additionally, we will look atdifferent types of active learning (interactive

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Helen Zhang, Boston College; Irene A. Lee, MIT STEP Lab; Katherine Strong Moore, Massachusetts Institute of Technology; Sheikh Ahmad Shah, Boston College

Tagged Topics

NSF Grantees Poster Session

these lessons, students critique the technology, identify its sources of bias (e.g., selective stakeholders in the design, datasets), and create a plan outlining how to improve the system. Further, each ethics activity was designed following the lessons that teach relatedtechnical concepts to ensure that students possess adequate background technical knowledge inorder to understand the ethics issues. For instance, Ethics lesson #3 was taught immediately afterstudents learn the processes of supervised learning and experiment using Google’s TeachableMachine to train AI models to detect faces. These ethics activities engaged students in reflectingon their personal and societal impact and brainstorming solutions to

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Prateek Shekhar, New Jersey Institute of Technology; Pramod Abichandani, New Jersey Institute of Technology; Heydi L. Dominguez, New Jersey Institute of Technology; Craig Iaboni; Kevin Alexander Nino

Tagged Topics

NSF Grantees Poster Session

. 10, no. 3, pp. 2–10, 1987.[5] J. M. Keller, “How to integrate learner motivation planning into lesson planning: The ARCS model approach,” VII Semanario, Santiago, Cuba, vol. 1, p. 13, 2000.[6] K. Li and J. M. Keller, “Use of the ARCS model in education: A literature review,” Comput Educ, vol. 122, pp. 54–62, 2018.[7] M. J. Borrego, M. J. Prince, C. E. Nellis, P. Shekhar, C. Waters, and C. J. Finelli, “Student perceptions of instructional change in engineering courses: A pilot study,” in 2014 ASEE Annual Conference & Exposition, 2014, pp. 24–1120.[8] D. C. Owens, T. D. Sadler, A. T. Barlow, and C. Smith-Walters, “Student motivation from and resistance to active learning rooted in essential science

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hillary E. Merzdorf, Texas A&M University; Donna Jaison, Texas A&M University; Samantha Ray, Texas A&M University; Anna Stepanova, Texas A&M University; Vimal Kumar Viswanathan, San Jose State University; Vinayak Krishnamurthy; Wayne Li, Georgia Institute of Technology; Julie S Linsey, Georgia Institute of Technology; Tracy Anne Hammond, Texas A&M University; Kerrie A Douglas, Purdue University, West Lafayette

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NSF Grantees Poster Session

has been implemented across three universities in undergraduate mechanicalengineering courses for engineering graphics. Instructors incorporated an average of four weeksof sketching instruction into their lesson plans, giving students the opportunity to practicefreehand sketching with SketchTivity as a part of engineering graphics instruction. We wished todiscover how SketchTivity can support instructors outside of mechanical engineering byinvestigating how instructors from several different fields perceive and teach sketching. Weinterviewed 7 instructors from civil engineering, construction science, architecture, andarchitectural engineering about their sketching instruction practices, their thoughts aboutsketching’s importance for engineers

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Anna-Lena Dicke, University of California, Irvine; Kameryn Denaro; Analia E. Rao; David A. Copp, University of California, Irvine; Hye Rin Lee, University of Delaware; Gregory Diggs-Yang, University of California, Irvine; Lorenzo Valdevit

Tagged Topics

Diversity, NSF Grantees Poster Session

theirindividual education plans. In addition to the activities throughout the academic year, annualsummer bridge programs are offered to support bonding amongst S-STEM students at IVC andUCI. The summer bridge program also allows transfer students to experience the academicculture and rigor of a university through project- based teamwork, and academic successworkshops. Students are also actively encouraged and supported in pursuing summer research orindustry internships.Figure 1. S-STEM program activitiesPreliminary evidence for program efficacyTo examine the success of the program, in a first step we investigated whether the ‘UC IrvinePathways to Engineering Collaborative’ increased the number of community college studentswho successfully transferred

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

David B. Knight, Virginia Tech; Amy Richardson, P.E., Virginia Tech; Walter C. Lee, Virginia Tech; Bevlee A. Watford, Virginia Tech; Hamidreza Taimoory, Virginia Tech; Rene Alberto Hernandez, Virginia Tech

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Diversity, NSF Grantees Poster Session

Paper ID #38318Board 223: Broadening Participation in Engineering via the TransferStudent Pathway: Findings from an S-STEM-Enabled PartnershipDr. David B. Knight, Virginia Tech David Knight is an associate professor in the Department of Engineering Education at Virginia Tech. He also serves as Special Assistant to the Dean for Strategic Plan Implementation and Director of Research of the Academy of Global Engineering. His research tends to be at the macro-scale, focused on a systems- level perspective of how engineering education can become more effective, efficient, and inclusive, and considers the intersection between

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Veronica M. Catete, North Carolina State University, Raleigh; Isabella Gransbury; Marnie Hill; Devin Jean; Brian Broll; Akos Ledeczi, Vanderbilt University; Tiffany Michelle Barnes; Shuchi Grover

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Diversity, NSF Grantees Poster Session

Curriculum for High School FemalesAbstractComputer Science (CS) Frontiers is a 4-module curriculum, 9 weeks each, designed to bring thefrontiers of computing to high school girls for exploration and development. Our prior work hasshowcased the work in developing and piloting our first three modules, Distributed Computing,Artificial Intelligence (AI), and the Internet of Things (IoT). During the summer of 2022, wepiloted the completed curricula, including the new Software Engineering module, with 56 highschool camp attendees. This poster reports on the newly developed software engineering module,the experiences of 7 teachers and 11 students using the module, and our plans for improving thismodule prior to its release in

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Brad Cicciarelli, Louisiana Tech University; Timothy Reeves, Louisiana Tech University; Catherine Hendricks Belk, Clemson University; Marisa K. Orr, Clemson University

Tagged Topics

NSF Grantees Poster Session

maintain this elevatedaverage rating in the self-efficacy areas over the course of the school year. The campers alsoexhibit a much larger increase in intent to persist ratings over the course of the year than the non-camper cohort.Future workWe plan to continue to compare the Pre-Camp and Pre-Soph survey responses of camp-attendingstudents to determine whether the camp impacts the factors of chemical engineering self-efficacy, coping self-efficacy, and student integration. Ongoing comparison of the Pre-Soph andPost-Soph ratings of the camp-attending and non-attending cohorts will help establish whetherany observed changes in these factors are lasting. Once our data set becomes adequately large,we additionally plan to employ a path analysis to

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Janna Jobel, University of Massachusetts, Lowell; Yanfen Li, University of Massachusetts Lowell; Hsien-Yuan Hsu, University of Massachusetts, Lowell

Tagged Topics

Diversity, NSF Grantees Poster Session

racial and ethnic groups. The total number of women earning engineering graduate degrees represent roughly athird or less of the total students across all racial and ethnic groups between 2000 and 2019 [5].This low diversity in doctoral degree holders impacts faculty diversity [2]. Nationally, only17.6% of tenured/tenure track faculty in engineering were female, 2% were black or AfricanAmerican, and 3.7% were Hispanic in 2019 [5].Project Description In order to address this lack of representation in higher education engineering programs,the University of Massachusetts Lowell S-STEM program began with an initial plan to recruitthree cohorts of 8 low-income, high-achieving students (24 students total) who wish to pursue acareer in

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Teresa Cardador; Karin Jensen, University of Michigan; Grisel Lopez-Alvarez, University of Illinois, Urbana - Champaign; Isabel Miller, University of Michigan; Hannah Chiou; Andrea J. Kunze, Delta State University; Sohee Kim, University of Illinois, Urbana - Champaign

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Diversity, NSF Grantees Poster Session

career plans, and (4) peer influence—and identified considerations for educators and advisors in developing engineering curricula and program structure. [8] (2) How do women engineering students characterize, and show interest in, the technical vs. managerial career paths in engineering industry? Brief Overview of Findings: Analyses generated four key findings: (1) the majority of students expressed an interest in the managerial career path; (2) students associated the managerial career path with preferences for collaboration and holistic work, applying dual skills, and opportunities to have relational and organizational impact; (3) students associated the technical career path with preferences for

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Gary J. Mullett, Springfield Technical Community College

Tagged Topics

NSF Grantees Poster Session

; display the contents of the various labs thathave been developed to date and the required lab supplies needed to perform the lab activitiesincluding using dedicated servers to act as the “cloud”; preview the contents of the various on-lineworkshops; indicate how the curriculum materials may be used by other technology areas; and wewill outline our plans for the completion of the grant deliverables with plans for face-to-faceworkshops during the summer of 2022.References: 1. https://www.nist.gov/el/cyber-physical-systems 2. Who is going to teach the skills needed by the IoT Field Technician?, by Gary J. Mullett, Proceedings of the 2019 American Society of Engineering Educators Annual Conference and Exposition, Saint Louis, MO 3