Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Monica E. Cardella, Purdue University-Main Campus, West Lafayette (College of Engineering); David B. Knight, Virginia Tech; Walter C. Lee, Virginia Tech; Karl W. Reid, National Society of Black Engineers; Morgan M. Hynes, Purdue University-Main Campus, West Lafayette (College of Engineering); Glenda D. Young Collins, Mississippi State University; Cheryl Beauchamp, Regent University; Tikyna Dandridge, Purdue University; Donovan Colquitt, Purdue University-Main Campus, West Lafayette (College of Engineering)

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Diversity, NSF Grantees Poster Session

. This project focuses on the National Society of Black Engineers (NSBE)'s SummerEngineering Experiences for Kids (SEEK) program. This multi-partner project allows us toexpand and strengthen the experience, conduct research on the impact of the program, andconduct research on how such outreach programs might grow in sustainable manners. Our posterwill present a summary of the large-scale data collection that occurred during the summer of2018 at all 16 sites located across the US. We administered a variety of instruments to identifychanges in the children's STEM-related outcomes over the course of the SEEK experience. Tofurther operationalize the variation in organizational contexts across sites, we collected data fromparents and mentors. In the

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Nicole Johnson-Glauch, California Polytechnic State University; Geoffrey L. Herman, University of Illinois, Urbana-Champaign

Tagged Topics

NSF Grantees Poster Session

thesedistinctions, we can transition students back to traditional representations after their conceptualknowledge is robust enough to guide them. Our themes of perceptually similar concepts,perceptually obscure concepts, and informationally incomplete representations suggest clearavenues for investigating what types of perceptual cues may hinder students’ ability to developor use appropriate conceptual knowledge. As engineers, we can use this knowledge to potentiallydesign new notations or new pedagogical techniques that can help students recognize andovercome the ways our notation may currently be failing to help students learn.References [1] S. Carey, “Knowledge acquisition: Enrichment or conceptual change?,” in The epigenesis of mind., S. Carey and

Conference Session

NSF Grantees Poster Session II

Collection

2016 ASEE Annual Conference & Exposition

Authors

Kumer Pial Das, Lamar University; B. D. Daniel, Lamar University; Stefan Andrei, Lamar University; Lawrence Joseph Osborne, Lamar University Computer Science Department

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Diversity, NSF Grantees Poster Session

Paper ID #16560ASCENT - A Program Designed to Support STEM Students through Under-graduate Research and MentoringDr. Kumer Pial Das, Lamar University Dr. Kumer Pial Das is an Associate Professor of Statistics and the Director of the Office of Undergraduate Research at Lamar University in Beaumont, TX. He is the PI of a S-STEM program funded by NSF.B. D. Daniel, Lamar UniversityDr. Stefan Andrei, Lamar University Stefan Andrei received his B.S. in Computer Science (1994) and M.S. in Computer Science (1995) from Cuza University of Iasi, Romania, and a Ph.D. in Computer Science (2000) from Hamburg University, Germany. He was

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Demetri Blackwood, Kettering University ; Diane L. Peters, Kettering University; Elizabeth Gross, Kettering University

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NSF Grantees Poster Session

Sc. Sc. .Sc sic .S .Sc . i /E .Sc . .Sc . M. M. eM

Conference Session

NSF Grantees: Faculty Development 2

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Lea K. Marlor, University of Michigan; Cynthia J. Finelli, University of Michigan; Madison E. Andrews, University of Texas at Austin; Bobbie Bermudez, University of Oregon; Maura J. Borrego, University of Texas at Austin; Laura J. Carroll, University of Michigan; Nicholette Marie DeRosia, University of Oregon ; Matthew Charles Graham; Jenefer Husman, University of Oregon; Michael J. Prince, Bucknell University

Tagged Topics

NSF Grantees Poster Session

resistance. The study also hopes to provide answers of if students are actuallyresisting active learning, as well as the instructors’ perception of this resistance.AcknowledgmentsThis material is based upon work supported by the National Science Foundation under Grant NoDUE-1821488. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References[1] Dancy, M., Henderson, C., &; Turpen, C. (2016). How faculty learn about and implementresearch-based instructional strategies: The case of Peer Instruction. Physical Review PhysicsEducation Research, 12(1), 010110.[2] Gradinscak, M. (2011). Redesigning engineering

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Shane A. Brown P.E., Washington State University

Tagged Topics

NSF Grantees Poster Session

and curricular materials development in other disciplines.Acknowledgements This material is based upon work supported by the National Science FoundationEngineering Education Program under Grant No. 1055356. Any opinions, findings andconclusions or recommendations expressed in this material are those of the author and donot necessarily reflect the views of the National Science Foundation.Bibliography1. Nrc, ed. How People Learn: Brain, Mind, Experience, and School. ed. J. Bransford, et al. National Academy Press: Washington, D.C. xxiii, 319 p. (1999).2. S. Vosniadou, ed. International Handbook of Conceptual Change. Routledge: New York. (2008).3. B.K. Hofer and P.R. Pintrich, The development of epistemological theories

Conference Session

NSF Grantees' Poster Session

Collection

2012 ASEE Annual Conference & Exposition

Authors

Kathleen Alfano, College of the Canyons

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NSF Grantees Poster Session

 Session.  ASEE  2011  Annual  Conference  &  Exposition.  Vancouver,  B.C.  Alfano,  Ph.D.,  K.,  Ama,  S.,  Karnes,  V.,  Temple,  G.  (July  26  -­‐29,  2011).  Presentation:  CREATE/TIME's  Collaboration  to  Develop  a  Wind  Turbine  Technology  Curriculum  Throught  DACUM  &  Gap  Analysis.  HI-­‐TEC  -­‐  High  Impact  Technology  Exchange  Conference.  San  Francisco,  CA.  Galisky,  J.,  Wold,  T.  (July  26  –  29,  2011).  High  School  Curriculum  for  Renewable  Energy.  HI-­‐TEC  -­‐  High  Impact  Technology  Exchange  Conference.  San  Francisco,  CA.  Alfano,  Ph.D.,  K.  (September  30  -­‐  October  5,  2011).  Panelist/Presentation  on  Energy.  STEMtech  -­‐  Learn  &  Earn  Conference.  Indianapolis,  IN.  Alfano

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Joseph Jinlee Kim P.E., California State University Long Beach

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

% 25.00% 20.00% 20.00% 15.00% 15.00% 10.00% 10.00% 5.00% 5.00% 0.00% 0.00% Novice (S=1

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

James P. Abulencia, Manhattan College; David L. Silverstein P.E., University of Kentucky; Margot A. Vigeant, Bucknell University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

acquire different perspectives on a particulartopic such that users with different backgrounds and frameworks can find onethat particularly appeals to them.The project is supported by the National Science Foundation (NSF) TransformingUndergraduate Education in Science, Technology, Engineering and Mathematics(TUES). Page 24.240.5ReferencesAbulencia, J.P. Vigeant, M.A., and Silverstein, D.L., “Teaching ThermodynamicsThrough Video Media”, Proceedings of the 2013 ASEE National Conference,(2013)Chandra, S., “Lecture Video Capture for the Masses”, Proceedings of the 12thAnnual SIGCSE Conference on Innovation and Technology in Computer ScienceEducation, 39(3):276 (2007

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jay Bow, Fairmont State University; Sungmin Youn, Marshall University; Sukjoon Na, Marshall University

Tagged Topics

Diversity, NSF Grantees Poster Session

from any resultant cement or concrete or sealant methods. 7. ConclusionIncorporating less than 0.5% of graphene or carbon nanotubes has demonstrated the potential toenhance the 28-day compressive strength of cement mortars. To ascertain an optimal ratio andassess the impact of lower contents on variability, additional research is recommended. Thisexploration is crucial for determining the viability and practicality of these mixtures forcommercial applications. If these findings prove scalable and methods are devised to mitigatevariability, carbon nanomaterials could emerge as advantageous additives for larger-scaleapplications in cementitious materials. 8. References[1] L. WANG, R. LUO, W. ZHANG, M. JIN, and S. TANG, "EFFECTS OF

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Garrett Powell Lee, South Florida State College

Tagged Topics

NSF Grantees Poster Session

Paper ID #44361Board 253: Emerge Scholars Program: Increasing Enrollment in EngineeringTechnologyMr. Garrett Powell Lee, South Florida State College Instructor of Engineering Technology at South Florida State College in Avon Park, FL ©American Society for Engineering Education, 2024 Emerge Scholars Program: Increasing Enrollment in Engineering TechnologyOverviewIn 2022, an S-STEM project, titled Emerge: Preparing Students for an Innovative Future(Emerge Scholars Program) was proposed to NSF to try to answer one of the highest nationalpriorities in STEM education, namely, to increase

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Harpreet Auby, Tufts University; Namrata Shivagunde, University of Massachusetts, Lowell; Anna Rumshisky, University of Massachusetts, Lowell; Milo Koretsky, Tufts University

Tagged Topics

NSF Grantees Poster Session

literature review,” CBE—Life Sci. Educ., vol. 14, no. 1, p. es3, Mar. 2015, doi: 10.1187/cbe.14-11-0198.[5] S. Freeman et al., “Active learning increases student performance in science, engineering, and mathematics,” Proc. Natl. Acad. Sci. U. S. A., vol. 111, no. 23, pp. 8410–8415, Jun. 2014, doi: 10.1073/pnas.1319030111.[6] D. C. Haak, J. HilleRisLambers, E. Pitre, and S. Freeman, “Increased structure and active learning reduce the achievement gap in introductory biology,” Science, vol. 332, no. 6034, pp. 1213–1216, 2011.[7] C. H. Crouch and E. Mazur, “Peer Instruction: Ten years of experience and results,” Am. J. Phys., vol. 69, no. 9, pp. 970–977, Sep. 2001, doi: 10.1119/1.1374249.[8] A. P. Fagen, C. H

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer Cromley, University of Illinois Urbana-Champaign; Karin Jensen, University of Michigan; Joseph Francis Mirabelli, University of Michigan

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Diversity, NSF Grantees Poster Session

conclusions or recommendations expressed in thismaterial are those of the authors and do not necessarily reflect the views of the National ScienceFoundation. The authors thank our project evaluator, Dr. Liz Litzler. We thank advisory boardmember Diana Gonzalez for her support with recruitment on this project. The authors also thankthe year 2 and year 3 participants for supporting this work by sharing their experiences in oursurveys. References[1] T. M. Evans, L. Bira, J. Beltran-Gastelum, L. T. Weiss, and N. L. Vanderford, Evidence for a mental health crisis in graduate education, The FASEB Journal, vol. 36, pp. 282- 284, 2018.[2] J. L. Lott, S. Gardner, and D. A. Powers, Doctoral student

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Ricky T Castles, East Carolina University; Chris Venters, East Carolina University

Tagged Topics

NSF Grantees Poster Session

Exploration to Develop an Engineering Identity in Low-Income StudentsAbstractEast Carolina University (ECU) was funded by a multi-institutional Track 3 S-STEM Grant#1930497 in January 2020. The funds from this grant have been used to recruit and support threecohorts of students at ECU and three partnering community colleges. The project is referred tointernally as the PIRATES project for Providing Inclusive Residential and Transfer EngineeringSupport. In addition to funding scholarships, the research aim of this project uses Lee andMatusovich’s Model of Co-Curricular Support for Undergraduate Engineering Students [1] tostudy best practices in co-curricular support for both students who start their pathway towards

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Connie Syharat, University of Connecticut; Alexandra Hain, University of Connecticut; Arash Esmaili Zaghi P.E., University of Connecticut

Tagged Topics

NSF Grantees Poster Session

. M. Syharat, "Reframing neurodiversity in engineeringeducation," in Frontiers in Education, 2022, pp. 995865.[2] M. Chrysochoou, A. E. Zaghi, C. M. Syharat, S. Motaref, S. Jang, A. Bagtzoglou and C. A.Wakeman, "Redesigning engineering education for neurodiversity: New standards for inclusivecourses," in 2021 ASEE Virtual Annual Conference Content Access, 2021, .[3] A. Hain, A. E. Zaghi and C. L. Taylor, "Board 164: Promoting neurodiversity in engineeringthrough undergraduate research opportunities for students with ADHD," in 2018 ASEE AnnualConference & Exposition, 2018, .[4] M. R. Morris, A. Begel and B. Wiedermann, "Understanding the challenges faced byneurodiverse software engineering employees: Towards a more inclusive and

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Linda M Laird, Stevens Institute of Technology (School of Systems & Enterprises)

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Diversity, NSF Grantees Poster Session

in opened to thousands of students.the author’s experience) of extremely successful software 5. PRELIMINARY RESULTS AND CONTRIBUTIONS 3. Liberal Arts/ Other à On- 5.1 Results: the-job In the spring of 2015, NSF awarded Stevens with an S- 2. Engineering/ training STEM grant for $635K, of which $535K is for Quant Degree 4. Self taught, Bootcamps

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Shannon M Clancy, University of Michigan; Shanna R. Daly, University of Michigan; Colleen M. Seifert, University of Michigan

Tagged Topics

NSF Grantees Poster Session

Foundationdivisions of Engineering Education and Centers in the CAREER program under Grant No.1943805 and the Graduate Fellowship Program under grant no. DGE-2241144. Any opinions,findings, and conclusions or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of the National Science Foundation.References[1] Educating the Engineer of 2020: Adapting Engineering Education to the New Century. Washington, D.C.: National Academies Press, 2005, p. 11338. doi: 10.17226/11338.[2] J. Mills and D. Treagust, “Engineering education - Is problem-based or project-based learning the answer?,” Australas. Assoc. Eng. Educ., vol. 3, 2003.[3] D. Therriault, E. Douglas, E. Buten, E. Bates, J. Waisome, and M. Berry

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Eileen Johnson, University of Michigan; Sara Rose Vohra, University of Illinois Urbana-Champaign; Jeanne Sanders, University of Michigan; Joseph Francis Mirabelli, University of Michigan; Andrea J Kunze, University of Illinois at Urbana - Champaign; Karin Jensen, University of Michigan

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Diversity, NSF Grantees Poster Session

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Satchi Venkataraman, San Diego State University; Dustin B. Thoman, San Diego State University; Susan Wainscott, University of Nevada, Las Vegas; Jose E Castillo, San Diego State University

Tagged Topics

NSF Grantees Poster Session

experience in developing programs for student professional development and broadening participation (co-PI and PI on three NSF S-STEM grants). He has led a number of undergraduate training and summer research programs focussed on supporting first-generation and underrepresented minority students.Dr. Dustin B. Thoman, San Diego State University Dr. Dustin Thoman is a Professor in the Department of Psychology and the Center for Research in Mathematics and Science Education at San Diego State University. His scholarship is grounded in social psychology, diversity science, and a social contextual framework of motivation. He studies how motivation can be supported or disrupted by the social and cultural contexts in which

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

Tagged Topics

Diversity, NSF Grantees Poster Session

University, San Luis Obispo. He spent the last two years working for an AmeriCorps national service program, CSU STEM VISTA. Here, he implemented programming for an NSF S-STEM grant for an academic learning community of underrep- resented students in mechanical engineering and conducted outreach to K-5 students. Currently, he is one of two CSU STEM VISTA Leaders implementing hands-on learning experiences in STEM throughout the CSU system and supporting a cohort of 15 VISTAs across 11 CSU campuses. c American Society for Engineering Education, 2016 PEEPS: Cultivating a cohort of supportive engineering students and building a support team for institutional changeAbstractA National

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Mary E. Besterfield-Sacre, University of Pittsburgh; Larry J. Shuman, University of Pittsburgh; Gisele Ragusa, University of Southern California; Cheryl Matherly, The University of Tulsa; Lisa Benson, Clemson University

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Diversity, NSF Grantees Poster Session

globally focused experiences outscored those who did not.Notably, the mean EGPI score of students who reported study abroad was significantly higherthan that of those who did not study abroad. In contrast, participation in second-languagecourses, projects or internships abroad, or having an international roommate did not reveal astatistically significant difference in students’ EGPI or GPI performance.Stepwise regression analysis was used to determine potential relationships among studentexperiences and their global preparedness. The regression results indicated that the combinationof such experiences including engineering focused service learning, study abroad, and non-engineering course(s) with a global focus accounted for approximately 12% of

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Angela Minichiello, Utah State University; Hannah Wilkinson, Utah State University; Samuel Shaw, Utah State University; Allison Miles, Utah State University

Tagged Topics

Diversity, NSF Grantees Poster Session

Conference, as well as one invited presentationfor the Military and Veteran Division (MVD) of ASEE at the ASEE 2024 Annual Conference.During Year 3 there has also been one master’s thesis published. These publications andpresentations are described below.4.2.1 Systematically synthesizing the research literature related to SVSM in engineering:Wilkinson, H., Minichiello, A., Shaw, S., & Miles, A. (in preparation). A systematic review ofliterature related to U.S. military veterans and service members in public undergraduateengineering programs in the United States.In this work, the project team is working to expand a systematized narrative literature reviewpublished in 2022 [20] into a full systematic literature based on PRISMA guidelines [26] and

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

EC Cline, University of Washington, Tacoma; Heather Dillon, University of Washington; Amanda K Sesko, University of Washington, Tacoma; Marc Nahmani; Zaher Kmail, University of Washington, Tacoma; Joyce Dinglasan-Panlilio; Seung-Jin Lee, University of Washington, Tacoma; Emily Cilli-Turner, University of San Diego; Elin A. Björling, University of Washington

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Diversity, NSF Grantees Poster Session

Paper ID #42729Board 317: Institutional Practices to Close the Equity GapEC Cline, University of Washington, Tacoma Associate Professor in Sciences and Mathematics, and Director of ACCESS in STEM, an NSF S-STEM supported program that supports students in natural science, mathematics, and engineering at UW Tacoma.Dr. Heather Dillon, University of Washington Dr. Heather Dillon is Professor and Chair of Mechanical Engineering at the University of Washington Tacoma. Her research team is working on energy efficiency, renewable energy, fundamental heat transfer, and engineering education.Amanda K Sesko, University of

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Mohsen Azizi, New Jersey Institute of Technology

Tagged Topics

Diversity, NSF Grantees Poster Session

what modifications are required, through end-of-course/workshop surveysand evaluations. For each of these surveys and evaluations, a standard rubric was prepared andprovided to the participants with consultation with the EAC members to properly reflect theproject activity objectives. These formative and summative measures are listed in Table 2. Table 2. Evaluation plan including formative (F) and summative (S) measures. Activity Description Evaluation Measure Continuous consultation and feedback from (i) New course and laboratory External Advisory Committee (F & S); Early and end-of-term

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Scott Steinbrink, Gannon University; Karinna M Vernaza, Gannon University; Barry J Brinkman, Gannon University; Theresa Vitolo, Gannon University; Adam Finn Nogaj, Gannon University

Tagged Topics

NSF Grantees Poster Session

Systems Engineering from the U.S. Merchant Marine Academy and a M.S. and Ph.D. in mechanical engineering from the University of Notre Dame; her industry experience includes shipyard project management and consulting for Off-High Vehi- cles projects for GE Transportation. She was awarded the 2012 ASEE NCS Outstanding Teacher Award, 2013 Gannon University Distinguished Faculty Award and 2013-2014 Gannon University Faculty Award for Excellence in Service-Learning. She is one of the Principal Investigators of three NSF S-STEM and one ADVANCE-PAID grants.Dr. Barry J Brinkman, Gannon UniversityDr. Theresa Vitolo, Gannon University Theresa M. Vitolo is an Associate Professor (retired) in the Computer and Information Science

Conference Session

NSF Grantees Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Renee M Clark, University of Pittsburgh; Autar Kaw, University of South Florida; Yingyan Lou, Arizona State University; Andrew Scott, Alabama A&M University; Mary E. Besterfield-Sacre, University of Pittsburgh

Tagged Topics

NSF Grantees Poster Session

Mechanical Couplings in Engineering. Computers & Education, 54(4),1006-1019.Dollár, A. & Steif, P. (2009). A Web-Based Statics Course Used in an Inverted Classroom.Proceedings of the ASEE Annual Conference and Exposition, Austin, TX.Dziuban, C., Hartman, J., Juge, F., Moskal, P., & Sorg, S. (2006). Blended Learning Enters theMainstream, In C. Bonk, & C. Graham (Eds.), The Handbook of Blended Learning: GlobalPerspectives, Local Designs (195-206), San Francisco, CA: John Wiley & Sons, Inc.Ellis, P. (2010). The Essential Guide to Effect Sizes: Statistical Power, Meta-Analysis, and theInterpretation of Research Results. Cambridge: Cambridge University Press, 56-57.Fraser, B., & Treagust, D. (1986). Validity and Use of an

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

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

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Diversity, NSF Grantees Poster Session

Paper ID #26988Board 40: Developing a Culturally Adaptive Pathway to SuccessProf. Eun-Young Kang, California State University, Los Angeles Eun-Young Elaine Kang, Ph.D., is a professor in the Department of Computer Science of the College of Engineering, Computer Science and Technology at Cal State LA. Her research interests are in Computer Vision, Computer Graphics, Augmented/Mixed Realty, and Game Programming. She has served as prin- cipal undergraduate advisor for the Computer Science department for several years. Also, she has served as PI/Co-PI on multiple educational projects sponsored by NSF programs including NSF S

Conference Session

NSF Grantees' Poster Session

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ravi P. Ramachandran, Rowan University; Robi Polikar, Rowan University; Kevin D. Dahm, Rowan University; Robert M Nickel, Bucknell University; Richard J. Kozick, Bucknell University; Sachin Shetty, Tennessee State University; Ying Tang, Rowan University; Steven H Chin, Rowan University

Tagged Topics

NSF Grantees Poster Session

Commonwealth of Virginia. His research activities have been in the area of digital communication systems and coding theory. He is currently a co-PI on the NSF S-STEM grant at Rowan University, whose goal is to increase the number of technically proficient graduates who will contribute to the economic vitality of the region. Page 23.327.2 c American Society for Engineering Education, 2013 CONFIGURATION AND ASSESSMENT OF A SENIOR LEVEL COURSE IN BIOMETRIC SYSTEMSABSTRACTIt is very important that modern topics be covered at the senior undergraduate level inorder that students benefit

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Nolgie O. Oquendo-Colón, University of Michigan; Xiaping Li, University of Michigan; Laura Carroll, University of Michigan; Cynthia J. Finelli, University of Michigan

Tagged Topics

Diversity, NSF Grantees Poster Session

interviews to understand the role classroom teachingpractices play in the academic success of engineering students with ADHD. Collectively, thisresearch allows us to explore students’ perceptions of how active learning and lecture-basedclasses influence their classroom experiences, academic adjustment, and sense of belonging.AcknowledgmentsWe would like to acknowledge Cooperative Institutional Research Program (CIRP), the HigherEducation Research Institute (HERI), and the University of California, Los Angeles (UCLA). This research is supported by the U.S. National Science Foundation (2043430). Any opinions,findings, and conclusions, or recommendations expressed in this material are those of theauthor(s) and do not necessarily reflect the views of

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mary R. Anderson-Rowland, Arizona State University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

computerscience while attending the Academic Success class as undergraduates with a CSEMS or SSTEMscholarship. This paper will briefly describe the program and assignments required in theASAP class. About half of the students in the class have scholarships from a National ScienceFoundation S-STEM or STEP grant and are required to take the class each semester they have thescholarship. Class challenges include varying the assignments for students who repeat the classseveral times and to differentiate the undergraduate and graduate student assignments. The paperwill describe the graduate student activities of the last year. These activities suggest innovativeways that graduate students can have their education enhanced and, at the same time, how theycan