Conference Session

NSF Grantees: K-12 Session 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Ciera Ferrone, Arizona State University; Tirupalavanam G. Ganesh, Arizona State University; Jennifer Velez, Arizona State University; James Collofello, Arizona State University; Kyle D. Squires, Arizona State University

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Diversity, NSF Grantees Poster Session

development inyouth is the degree to which one has explored and committed to a vocation we posit thatachieving an engineering identity includes: crisis—i.e., a time when one’s values and choices arebeing examined and reevaluated, and commitment—when the outcome of a crisis leads to acommitment made to becoming an engineer. This time, of crisis and commitment occurs foryouth during their middle and high school years. Engineering Identity scores reflect the extent towhich a student self-identifies as an engineer. Students provided responses to 15 items, using a5-point Likert-type scale ranging from strongly agree to strongly disagree; lower scores indicatehigher engineering identities. Doing Engineering scores showcase a student’s prior experiencewith

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Marian S. Kennedy, Clemson University; Heather L Cox, Clemson University - Department of Materials Science and Engineering; Shelby K Lanier, Clemson University

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NSF Grantees Poster Session

programsurvey was used to probe participant ‘s abilities/confidence in research. Their results indicateddirect relationships between research skills and research self-efficacy. These researchers alsofound that research skills and self-efficacy were good predictors of career aspirations.8 However,the measures used to assess research self-efficacy were not ideal. For example, items such as “Ihave the ability to have a successful career as a researcher,” and “I have a strong interest inpursuing a career as a researcher” are reflective of the student’s career goals, but may not reflecttheir beliefs in their current research capabilities. This concern about the quality of self-efficacyitems for assessing the gains in REU programs was highlighted earlier by

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Carol Elizabeth Marchetti, Rochester Institute of Technology (COE); Jacqueline McClive, Rochester Institute of Technology; Jane Jackson, National Technical Institute for the Deaf; Gary Charles Blatto-Vallee, NTID/RIT; Keith Mousley, Rochester Institute of Technology; David Simkins, Rochester Institute of Technology

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Diversity, NSF Grantees Poster Session

hearing student’s comment on what - Pre/post-class is confusing: "When to use which feedback cards for formula" – this depends entirely on students in two determining the type of data; after Degree and type sections of the course class this day, 33% of hearing students of difficulty that - Reflection and in the class and 0% of DHH students topic has for discussion of student felt they had high level of knowledge DHH students research team

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Gail P. Baxter, Center for Innovation in Engineering and Science Education; Frank T. Fisher, Stevens Institute of Technology (School of Engineering and Science); Patricia J. Holahan, Stevens Institute of Technology (School of Engineering and Science); Keith G. Sheppard, Stevens Institute of Technology (School of Engineering and Science); Susan Lowes, Teachers College, Columbia University; Susan Staffin Metz, Stevens Institute of Technology, President's Office

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Diversity, NSF Grantees Poster Session

currently involved in their thirdacademic year of implementation. During this time, Cohort 1 faculty were introduced to: (1) thePrinciples of Teaching and Learning [3] as a framework for thinking about and guiding changesin their practice; (2) Teaching as Research as a strategy to effect changes in their courses andassess the impact [4]; and (3) a Community of Practice to share and reflect on their efforts tochange practices. Workshops with experts in the field on active learning, deep and transferablelearning, and cross-course connections were supplemented with research on how people learn [5,6] and discipline-based education research.The extent of participating faculty and classroom transformation is being examined through thelens of limiting

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Shaunna Fultz Smith, Texas State University; Anna H. Wakefield, Texas State University; Kimberly Grau Talley P.E., Texas State University

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NSF Grantees Poster Session

practices for implementation in theeducation sector are still being explored.Methodology Mixed methods were used throughout this study and included a variety of quantitativedata (pre-/post-test instrument) and qualitative data (workshop reflections, focus group, lessonplans, student artifacts); however, this paper only reports on the lesson plans developed by thefaculty participants.Participants. A call was made to all of the Colleges of Education and of Science and Engineering toseek 20 faculty participants. Faculty participant demographics included 15 females, 5 males, 14of which taught in the College of Education (COE) and 6 taught in College of Science andEngineering (COSE). The faculty participants taught a wide range of courses

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Allison Adams, Kansas State University; Amy Rachel Betz, Kansas State University; Emily Dringenberg, Ohio State University

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NSF Grantees Poster Session

subject. The studentwho did not work hard was met with overall approval, and he said that it was likely to be in thecircumstance of the subject they were best at, and that everyone has such a class. Alice,contrastingly, rejected the questions altogether. She holds that “smart” is a subjective termdefined by the person describing it, and that everyone is smart, just smart in different ways. Herown subjective view of smart rejects the idea of tying intelligence into the amount of effortneeded to do something, but instead is reflected in an individual’s own conscious choice to tryand learn more.When Ivan was asked about a class he had to work very hard in, he claimed that the reason hehad to work so hard was that the professor was not good at

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Houshang Darabi, University of Illinois, Chicago; Peter C. Nelson, University of Illinois, Chicago; Rezvan Nazempour; Renata A. Revelo, University of Illinois, Chicago; Ludwig C. Nitsche, University of Illinois, Chicago; Jeremiah Abiade

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Diversity, NSF Grantees Poster Session

through a Service LearningProject (SLP). This existing community- oriented outreach activity, which is run through theUniversity of Illinois at Chicago, not only provides students with a sense of pride and belongingthrough their efforts during the event, but this event also has a reflection component to allowScholars to deeply connect with themselves and the community. At the end of each semester,Scholars will present their service learning project experience to their fellow Scholars, peers, andfaculty during a Scholar appreciation event. Professional Development Seminars. During the spring semester of their third year, S-STEM Scholars will enroll in the first course of a two-course sequence on ProfessionalDevelopment, 499.1. This course

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Milo Koretsky, Oregon State University; Susan Bobbitt Nolen, University of Washington; Christine Kelly, Oregon State University; Susannah C. Davis, Oregon State University; Michelle Kay Bothwell, Oregon State University; Devlin Montfort, Oregon State University; Ed LeRoy Michor, Oregon State University

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NSF Grantees Poster Session

Fellows:Modeled after the Action Research Fellows Program of the ESTEME@OSU community, theTeaching Innovation Fellows Program is designed to support CBEE instructors and staff totake the next step in educational innovation through participation in a Professional LearningCommunity (PLC) and action research while addressing project goals. The PLC option isdesigned to encourage teaching or co- curricular development and reflection without the needto formally collect and analyze data, though we encourage assessment of current and/orreformed teaching/co-curricular practice through evaluation of informal measures (e.g.,observations of groups, feedback from TAs and LAs) and artifacts or work products (e.g.,completed assignments, exams). Each project is

Conference Session

NSF Grantees Poster Session I

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kimberly Grau Talley P.E., Texas State University, San Marcos; Araceli Martinez Ortiz, Texas State University, San Marcos; Clara Novoa, Texas State University, San Marcos; Vedaraman Sriraman, Texas State University, San Marcos

Tagged Topics

Diversity, NSF Grantees Poster Session

therewas no race or ethnicity making up the majority of the class, which had 28% of the class self-identifying as African American, 28% as Hispanic/Latino, and 44% as White as shown in Figure2. As the students in this special section were allowed to select more than one race or ethnicityon their demographics survey, the percentages shown in Figure 2 add up to more than 100%.This diversity is an approximate reflection of the university’s undergraduate demographics,which includes approximately 9% of the population self-identifying as African American, 35%as Hispanic/Latino, and 49% White as of Fall 201514. For the university numbers, studentsidentifying with more than one race were categorized as multi-racial (3% of the undergraduatestudent

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Jacquelyn Kay Nagel, James Madison University; Ramana Pidaparti, University of Georgia; Christopher Stewart Rose, James Madison University; Elizabeth Marie Tafoya; Prabaharan Graceraj Ponnusamy, University of Georgia; Tyler Jeffrey Wahl, James Madison University; Jessica Besnier, James Madison University ; Jordan Claire Capelle, James Madison University

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NSF Grantees Poster Session

publication[8]; Book chapter (in publications and global educators review); Plenary Talk at the 11th networks. International Workshop on Design Theory; ASEE 2019 Workshop Biomimicry Educators Network contribution Evaluate the learning impact of the evidence-based instructional resources. Objecti ve 2 a. Assess student engagement in learning. Reflection analysis for JMU and

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

Tagged Topics

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

Tagged Topics

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

Tagged Topics

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

2024 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Angela Minichiello, Utah State University; Talha Naqash, Utah State University; Zain ul Abideen, Utah State University

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NSF Grantees Poster Session

century engineering workforce. Angie received an NSF CAREER award in 2021 for her work with student veterans and service members in engineering.Mr. Talha Naqash, Utah State University Mr.Talha Naqash is currently pursuing his doctoral studies in Engineering Education at Utah State University. With a profound educational background spanning multiple disciplines, he holds an MS in Telecommunication and networking. His extensive research contributions are reflected in numerous publications and presentations at prestigious IEEE & ASEE conferences, Wiley’s, and Springer Journals. His research primarily revolves around understanding Cognitive Engagement Analysis, Assessing Methods in Engineering Education, and

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nadia N. Kellam, Arizona State University; Susannah C. Davis, University of New Mexico; Kristen Ferris, University of New Mexico ; Madeleine Jennings, Arizona State University; Katharine Getz, Pennsylvania State University; Earl E. Lee, Arizona State University; Vanessa Svihla, University of Texas at Austin

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NSF Grantees Poster Session

, we acknowledge that as a team primarilycomprising white women and nonbinary people, we come from a place of privilege in society.We continuously work to critically reflect on our intersectional identities and leverage ourprivilege to work towards greater justice, as well as create an inclusive community. In telling thestory of our design, we share ways we have embodied this value.In this design case, we first describe the context in which we designed the GATHER CoT,including some early ideas that shaped our focal narrative, which illustrates key decisions wemade in the process of designing an arts-based kickoff event that we hoped would begin formingtrust and community, the bedrock of GATHER. While we made many design decisions, in thiscase

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Isil Anakok, Virginia Polytechnic Institute and State University; Justin L Hess, Purdue University, West Lafayette; Sowmya Panuganti, Purdue Engineering Education; Brent K Jesiek, Purdue University, West Lafayette; Andrew Katz, Virginia Polytechnic Institute and State University

Tagged Topics

Diversity, NSF Grantees Poster Session

improve the sense of belonging and mitigate tokenism,” Clin. Imaging, p. 109987, 2023.[7] I. Anakok, J. Hess, S. Panuganti, and A. Katz, “WIP: Exploring Faculty Members’ Conceptualizations of Diversity, Equity, and Inclusion in Engineering Education,” in 2023 IEEE Frontiers in Education Conference (FIE), IEEE, 2023, pp. 1–5.[8] M. S. Tooley and E. E. Umphress, “Work in progress - the ethics of diversity: Addressing diversity issues in undergraduate engineering ethics education,” in 2009 39th IEEE Frontiers in Education Conference, Oct. 2009, pp. 1–3. doi: 10.1109/FIE.2009.5350838.[9] A. R. Bielefeldt, M. Polmear, C. Swan, D. Knight, and N. E. Canney, “Variations in Reflections as a Method for Teaching and Assessment of

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Courtney June Faber, University at Buffalo, The State University of New York; Lorna Treffert, University at Buffalo, The State University of New York; Isabel Anne Boyd, University of Tennessee, Knoxville; Alexis Gillmore, University of Tennessee at Knoxville

Tagged Topics

NSF Grantees Poster Session

end of the time for that topic to be discussed. For example, Dr. Peters and Dr.Johnson on Team Y close the current discussion (a venue) by acknowledging that time is up andproposing a plan to revisit it next meeting: Dr. Johnson says, “I know we only have 7 more minutes. Should we kind of reflect more on these, make a decision next week, probably?” Dr. Peters adds, “exactly what I was going to say, let's make it we'll make it as we will make a decision next week, and then in the seven minutes remaining, I will slide over the Teams [Microsoft software].”Uptaking Critiques and IdeasUptake are the actions, responses, and questions to critiques/concerns, comments, questions, andideas that are brought up by team

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jill Davishahl, Western Washington University; Audrey Boklage, University of Texas at Austin

Tagged Topics

Diversity, NSF Grantees Poster Session

0.29 I feel a sense of BELONGING to the department 5.44 6.73 0.08* * statistically significant at p≤ 0.1 level ** statistically significant at the p≤ 0.05 levelThese findings indicate that the social engagement events impacted student sense of belonging inthe makerspace and engineering department. Student data revealed that students felt like amember and part of the engineering makerspace after participation in these events and an explicitsense of belonging in the department.Table 2: Student Demographics and Belonging Change summarizes the major and demographicinformation of the students who completed both pre and post surveys. Authors calculated a“belonging change” score which reflects the difference

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Sylvia L. Mendez, University of Colorado, Colorado Springs; Comas Lamar Haynes, Georgia Tech Research Institute; Billyde Brown; Ray Phillips, American Society for Engineering Education; Jennifer Tygret; Taelor Malcolm, Georgia Institute of Technology

Tagged Topics

Diversity, NSF Grantees Poster Session

IMPACTSmentoring program. Reflexivity is integral in qualitative research because it forces theconsideration and exposure of researcher bias through analytical reflection and dialogue (Watt,2007). The team agreed that expanding the mentoring model was valuable, although theyexpressed concern about the effect on peer relationships among the mentees when white womenwere included. Per the guidance of Lincoln and Guba (1985), the positionality of the researchteam must be clarified, as it directly influences the administration of the study, as well as theprincipal findings and interpretations. The team includes a demographically diverse group ofmen and women who hold professor, administrator, and graduate student roles in various highereducation institutions

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Katherine R. McCance, The University of Texas at San Antonio; Vanessa Ann Sansone, The University of Texas at San Antonio; Mark Appleford, The University of Texas at San Antonio; Arturo Montoya, The University of Texas at San Antonio; Harry R. Millwater Jr., The University of Texas at San Antonio; Jose Francisco Herbert Acero, The University of Texas at San Antonio; Heather Shipley, The University of Texas at San Antonio

Tagged Topics

Diversity, NSF Grantees Poster Session

is underway, with plans to expand to the College of Sciences.Outcomes will be measured using interviews, surveys, reflective writings, and peer teachingobservations. Educational Research This poster will highlight an IRB-approved qualitative study that is being conducted aspart of the grant project. The research is guided by the HSI servingness framework [7]. Theoverall purpose of the research is to understand the ways in which the university is serving itsSTEM students, using a mirror approach [13] to study and self-reflect on the institution, herebyfocusing on the organization as the main unit of analysis. Findings from this research willdirectly inform plans and actions to revise policies and

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Oenardi Lawanto, Utah State University; Wade H Goodridge, Utah State University; Rifatul Himel, Utah State University; Zain ul Abideen, Utah State University

Tagged Topics

NSF Grantees Poster Session

was mentored by experienced researchers at a mid-sized public universitylocated in the western United States. There were 24 students (16 females, and 8 males) from20 institutions across 15 different states, who participated in the program working on 13research projects.One of the questions found within the entry and exit surveys asked each participant to describetheir perception of EED research. Two researchers were involved in the data analysis to findthemes that identify the participants’ understanding of engineering education research. About88% of the participants claimed that their views on EED research have changed afterparticipating in the program. Five themes were identified reflecting perceptions about EEDresearch before and after REU

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Scott Streiner, University of Pittsburgh; Daniel D. Burkey, University of Connecticut; Kevin D. Dahm, Rowan University; Richard Tyler Cimino, New Jersey Institute of Technology; Tori Wagner, University of Connecticut

Tagged Topics

NSF Grantees Poster Session

- throughmultimedia simulation, role-playing games, case-based learning, and review of other, fictionalizedcases - can give them opportunities to reflect on the need to identify complex situations in futuresettings, as well as a safe environment in which to explore, make mistakes, and discuss theramifications of various decisions in authentic contexts. Ultimately the goal is to better prepareyoung engineers to tackle current and future challenges that have tended to be underemphasizedin traditional engineering curricula.The overall research question for this project is “In what ways can experiential, game-basedapproaches to engineering ethics improve students' ethical reasoning skills?” The authors havedeveloped a suite of game-based ethical interventions

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

Tagged Topics

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

Tagged Topics

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

Tagged Topics

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

Tagged Topics

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

Tagged Topics

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