Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Brock J. LaMeres, Montana State University; Jessi L. Smith, University of Colorado, Colorado Springs

Tagged Topics

Diversity, NSF Grantees Poster Session

the impact of creating the videos is inprogress and will be reported at the 2019 ASEE Annual Conference.5. Conclusion This project is studying the role of prosocial affordance beliefs about the ECE professionon motivation to persist in the profession. It also seeks to understand whether a simpleclassroom intervention that forces the student to think about the prosocial value of thecourse material can improve their beliefs about the profession, and in turn, their persistenceintensions. 46. References Bardi, A., & Schwartz, S. H. (2003). “Values and behavior: Strength and structure of relations,” Personality and Social Psychology Bulletin

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Lizandra C Godwin, University of New Mexico

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Diversity, NSF Grantees Poster Session

, pp. 25–1144.[4] M. L. Miles, C. A. Agger, R. S. Roby, and T. R. Morton, “Who’s who: How ‘women of color’ are (or are not) represented in STEM education research,” Science Education, vol. 106, no. 2, pp. 229–256, 2022, doi: 10.1002/sce.21694.[5] “Diversity and STEM: Women, Minorities, and Persons with Disabilities 2023 | NSF - National Science Foundation.” Accessed: Feb. 19, 2024. [Online]. Available: https://ncses.nsf.gov/pubs/nsf23315/report[6] R. F. Funk Brian Kennedy and Cary, “STEM Jobs See Uneven Progress in Increasing Gender, Racial and Ethnic Diversity,” Pew Research Center Science & Society. Accessed: Feb. 19, 2024. [Online]. Available: https://www.pewresearch.org/science/2021/04/01/stem- jobs-see

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Diana A. Chen, University of San Diego; Joel Alejandro Mejia, The University of Texas at San Antonio; Gordon D Hoople, University of San Diego; R. Jamaal Downey

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Diversity, NSF Grantees Poster Session

change in engineering curricula and spaces to shift engineering to be a field more inclusive of diversity in all forms. Her scholarly interests include engineering education that contextualizes engineering sciences and design, exploring engineering boundaries for inclusive pedagogy, and sustainability and bio-inspired design in the built environment.Dr. Joel Alejandro Mejia, The University of Texas at San Antonio Dr. Joel Alejandro (Alex) Mejia is an associate professor with joint appointment in the Department of Bicultural-Bilingual Studies and the Department of Biomedical and Chemical Engineering at The University of Texas at San Antonio. Dr. Mejiaˆa C™s work examProf. Gordon D Hoople, University of San Diego Dr

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Fatemeh Karimi Kenari, University of North Carolina at Charlotte; yasaswi bhumireddy, University of North Carolina at Charlotte; Xiaoliang Yan, Georgia Institute of Technology; Mahmoud Dinar, University of North Carolina at Charlotte; Shreyes N Melkote, Georgia Institute of Technology

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NSF Grantees Poster Session

the National Science Foundation under Grant No.2229260. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily reflect the views of the National ScienceFoundation.References[1] K. VanLehn, “The relative effectiveness of human tutoring, intelligent tutoring systems, andother tutoring systems, ” Educational Psychologist, vol.46, no. 4, pp. 197-221, 2.11.[2] A. Celepcikay, and Y. Yildirim, “Artificial intelligence and machine learning applications ineducation,” Eurasian Journal of Higher Education, vol. 2, no. 4, 2021.[3] X. Wang, N. Anwer, Y. Dai and A. Liu, “ChatGPT for design, manufacturing, and education,“Proceedings of the 33rd CIRP Design Conference, 2023, pp

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Caitlin A Grady, The George Washington University

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NSF Grantees Poster Session

/22054952.2021.1925404.[13] C. E. Harris, M. Davis, M. S. Pritchard, and M. J. Rabins, “Engineering Ethics: What? Why? How? And When?,” J. Eng. Educ., vol. 85, no. 2, pp. 93–96, Apr. 1996, doi: 10.1002/j.2168-9830.1996.tb00216.x.[14] D. R. Haws, “Ethics Instruction in Engineering Education: A (Mini) Meta-Analysis,” J. Eng. Educ., vol. 90, no. 2, pp. 223–229, 2001, doi: 10.1002/j.2168-9830.2001.tb00596.x.[15] J. R. Herkert, “Engineering ethics education in the USA: Content, pedagogy and curriculum,” Eur. J. Eng. Educ., vol. 25, no. 4, pp. 303–313, Dec. 2000, doi: 10.1080/03043790050200340.[16] W. Loendorf, “The case study approach to engineering ethics,” presented at the 2009 Annual Conference & Exposition, 2009, pp. 14–1182.[17] L. L

Conference Session

NSF Grantees Poster Session I

Collection

2025 ASEE Annual Conference & Exposition

Authors

Susan M Lord, University of San Diego; Cynthia J. Finelli, University of Michigan

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Diversity, NSF Grantees Poster Session

. We acknowledge the contributions of Erin Cech, Lea Marlor, Karen Nortz, andGracie Judge.References[1] ABET Accreditation Criteria https://www.abet.org/accreditation/accreditation- criteria/criteria-for-accrediting-engineering-programs-2025-2026/ Accessed January 10, 2025[2] National Society of Professional Engineers (NSPE) https://www.nspe.org/ Accessed January 10, 2025[3] IEEE Code of Ethics, https://www.ieee.org/about/corporate/governance/p7-8.html Accessed January 10, 2025[4] S. M. Lord, B. Przestrzelski, and E. Reddy, “Teaching social responsibility in a Circuits course,” 2019 American Society for Engineering Education Annual Conference Proceedings, Tampa, FL, June 2019. https://peer.asee.org/33354[5] M. G

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Maria Chrysochoou, University of Connecticut; Rachael Gabriel, University of Connecticut; Connie Syharat, University of Connecticut; Christa L. Taylor, University of Connecticut

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Diversity, NSF Grantees Poster Session

underperforming students, and d) foster personal connections with students withinand outside of the classroom. Throughout, the commitment to a strengths-based approach mayenhance student motivation and engagement [43]-[45] as instructors provide multiple modes foractivities and assessments and provide flexibility that gives students the opportunity to makechoices and apply their strengths within the context of their learning activities and assessmentsThis study examines the potential impact(s) of the implementation of neuroinclusive teachingpractices in redesigned engineering courses, known within the project as Include Courses, or I-Courses. Specifically, the purpose of this study was to identify the predictors of students' senseof belonging in

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Sabahattin Gokhan Ozden, Pennsylvania State University, Abington; Ashkan Negahban, Pennsylvania State University, Great Valley; Omar Ashour, Pennsylvania State University, Behrend ; Daniel Knight, University of Colorado, Boulder

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NSF Grantees Poster Session

University (PSU) in 2010 and 2012, respectively. Dr. Ashour was the inaugural re- cipient of William and Wendy Korb Early Career Professorship in Industrial Engineering in 2016. Dr. Ashour’s research areas include data-driven decision-making, modeling and simulation, data analytics, immersive technologies, and process improvement. He contributed to research directed to improve design and engineering education.Dr. Daniel Knight, University of Colorado, Boulder Daniel W. Knight is the Program Assessment and Research Associate at Design Center (DC) Colorado in CUˆa C™s Department of Mechanical Engineering at the College of Engineering and Applied Science. He holds a B.A. in psychology from Louisiana State Universit

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Chip W. Ferguson, Western Carolina University; Yanjun Yan, Western Carolina University; Sudhir Kaul, Western Carolina University; Paul M. Yanik, Western Carolina University

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Diversity, NSF Grantees Poster Session

recognition, machine learning, and engineering education. c American Society for Engineering Education, 2018 Scholarship Program Initiative via Recruitment, Innovation, and Transformation (SPIRIT): S-STEM Program Initiatives and Early ResultsThis paper describes the structure, project initiatives, and early results of the NSF S-STEMfunded SPIRIT: Scholarship Program Initiative via Recruitment, Innovation, and Transformationprogram at Western Carolina University (WCU). SPIRIT is a scholarship program focused onbuilding an interdisciplinary engineering learning community involved in extensive peer andfaculty mentoring, vertically-integrated Project Based Learning (PBL), and

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anna-Lena Dicke, University of California, Irvine; Athena Wong, University of California, Irvine; David A. Copp, University of California, Irvine; Analia E. Rao, University of California, Irvine; Lorenzo Valdevit

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Diversity, NSF Grantees Poster Session

negatively [5,6,7].Thus, more effective support for community college students transferring to four-yearinstitutions is needed to ensure their success [8]. One way to address this situation and secure thesuccess of transfer students is the creation of programs that provide institutionalized support totransfer students post-transfer. The NSF funded S-STEM scholarship programs are one exampleof such institutionalized support programs.They not only provide financial support to thestudents, but also have students engage in co-curriculum cohort activities including mentoring,academic advising, tutoring, social activities and career development activities [9].However, to develop the best support system possible, we need to have a clear understanding

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Tariq Khraishi, University of New Mexico; Kristine Denman, University of New Mexico

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Diversity, NSF Grantees Poster Session

Kristine Denman is the Director of the New Mexico Statistical Analysis Center. She has over 20 years of experience in both applied research and program evaluation, including multiple evaluation projects focused on STEM internship experiences. ©American Society for Engineering Education, 2023An Engineering/Computer Science Project with Community Service FocusAbstract:This conference paper informs about a S-STEM (Scholarships in STEM) project awarded to theUniversity of New Mexico (UNM) School of Engineering (SOE). This NSF project is focused onproviding scholarships to students with merit who also demonstrate financial need. Thisparticular NSF project was focused on professional development activities as well as

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Justin L. Hess, Purdue University, West Lafayette ; Nicholas D. Fila, Iowa State University of Science and Technology; Corey T. Schimpf, University of Buffalo, SUNY; Allison Godwin, Purdue University, West Lafayette ; Elizabeth A. Sanders, Purdue University, West Lafayette

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NSF Grantees Poster Session

approach (Social Psychology Series). Boulder, CO: Westview Press, 1996.[6] M. H. Davis, "Measuring individual differences in empathy: Evidence for a multidimensional approach," Journal of Personality and Social Psychology, vol. 44, no. 1, pp. 113-126, 1983.[7] J. C. Oxley, The moral dimensions of empathy: Limits and applications in ethical theory and practice. New York, NY: Palgrave Macmillan, 2011.[8] S. Baron-Cohen, The science of evil: On empathy and the origins of cruelty. New York: Basic Books, 2011.[9] M. A. Clark, M. M. Robertson, and S. Young, "“I feel your pain”: A critical review of organizational research on empathy," Journal of Organizational Behavior, vol. 40, no. 2, pp. 166-192

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sara A. Atwood, Elizabethtown College; Shannon Katherine Gilmartin, Stanford University; Anna M. Mostoller, Elizabethtown College; Helen L. Chen, Stanford University; Sheri Sheppard, Stanford University

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Diversity, NSF Grantees Poster Session

Alliance (NCIIA). EMSresearch continued with support from the National Science Foundation (grant number 1636442).References[1] M. J. Fernandez, J. M. Trenor, K. S. Zerda and C. Cortes, "First generation college studentsin engineering: A qualitative investigation of barriers to academic plans.," in IEEE 38th AnnualFrontiers in Education Conference, Saratoga Springs, NY, 2008.[2] J. M. Trenor, S. L. Yu, W. C. L. and K. S. Zerda, "Influences for selecting engineering:Insights on access to Social Capital from two case studies.," in IEEE 38th Annual Frontiers inEducation Conference, Saratoga Springs, NY, 2008.[3] J. M. Trenor, " A phenomenological inquiry of the major choice processes of an overlookeddemographic: First generation college students in

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Omar Ashour, Pennsylvania State University, Behrend College; James Devin Cunningham, Carnegie Mellon University; Christian Enmanuel Lopez, Lafayette College; Conrad Tucker, Carnegie Mellon University

Tagged Topics

NSF Grantees Poster Session

3D [29], or simulation software, such as Simio [30]. Whenbuilt with Unity, the virtual system can be explored using a VR headset such as Oculus Quest[31], [32]. Unity games can be viewed on a computer screen but will require rebuilding thevirtual system to accommodate that. When built using Simio, the virtual systems can be exploredon a computer screen and a VR headset (Oculus Rift, Rift S, or tethered Quest) which add moreflexibility and scalability. This is especially important when teaching students remotely, and notall the students have VR headsets.When selecting a system, the system should be complex enough to include challenges andactivities that cover many problems and concepts from several courses in the IE curriculum, butnot too

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Adrian Leos; Kaitlin Harlan; Brooke A. Merrill, Texas A&M University; Sin-Ning Cindy Liu, Texas A&M University; Cynthia K. Lang, Texas A&M University; Robert C. Martin, Texas A&M University; Carolyn L. Sandoval, University of California, San Diego; Mindy Bergman, Texas A&M University

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NSF Grantees Poster Session

observationcoding. Lastly, the sample classroom videos and validation keys give Toolkit users anopportunity to practice conducting and coding full-length classroom observations in a low-stakessetting, before observing a real classroom.References1. Litzler, E., Lange, S. E., & Brainard, S. G. (2005, June). Climate for graduate students in science and engineering departments. In Proceedings of the 2005 American Society for Engineering Education annual conference & exposition. Portland, OR.2. Walton, G. M., Logel, C., Peach, J. M., Spencer, S. J., & Zanna, M. P. (2015). Two brief interventions to mitigate a “chilly climate” transform women’s experience, relationships, and achievement in engineering. Journal of Educational Psychology, 107(2

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Subodh Bhandari, California State Polytechnic University, Pomona; Amar Raheja, California State Polytechnic University; Fang Tang, Cal Poly Pomona; Zekeriya Aliyazicioglu, California State Polytechnic University, Pomona; Erika DeJonghe, California State Polytechnic University, Pomona

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Diversity, NSF Grantees Poster Session

morewomen into the program. Results of these efforts and other success stories will be reported infuture.AcknowledgementThe project is funded by the NSF’s EEC Program. We would also like to thank NorthropGrumman Corporation and NASA Armstrong Flight Research Center for hosting the participantsand giving them a tour of their research labs and facilities. We would also like to thank NorthropGrumman Corporation, Lockheed Martin Corporation, and NASA AFRC for their continuedsupport of the Cal Poly Pomona’s UAV Lab.References1. Bhandari, S., Aliyazicioglu, Z., Tang, F., and Raheja, A., “Research Experience for Undergraduates in UAV Technologies,” Proceedings of American Society of Engineering Education Annual Conference, Salt Lake City, UT, 25-28

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Vukica M. Jovanovic, Old Dominion University; Anthony W. Dean, Old Dominion University; Kim Bullington Sibson, Old Dominion University; Cynthia Tomovic, Old Dominion University; Rafael Landaeta, Old Dominion University

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NSF Grantees Poster Session

DescriptionThe main focus of this NSF Scholarship in Science, Technology, Engineering, and Mathematics(S-STEM) project is to provide 70 scholarships and student support services to student veteranswhich will address the major barriers to degree completion in engineering and engineeringtechnology. Students who participate in this program are veterans who are either juniors orseniors. They also have to demonstrate a financial need, motivation, and proven academicexcellence, and have exhausted their Post-911 GI Bill benefits. The students participating in thisprogram are from one of the following majors that are available at our college. These are: Civiland Environmental Engineering, Electrical and Computer Engineering, Mechanical andAerospace Engineering

Conference Session

NSF Grantees’ Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Ning Fang, Utah State University; Oenardi Lawanto, Utah State University; Kurt Henry Becker, Utah State University - Engineering Education

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NSF Grantees Poster Session

learned a lot about engineering education research from this program. Many studentsexpressed their desire to purchase further graduate studies, or teaching, in the development oftheir professional careers.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.DUE 1262806. Graduate students Mr. Andreas Febrian, Mr. Moe Tajvidi, Mr. PresentacionRivera-Reyes, and Ms. Ting Song are acknowledged for their efforts in mentoring REU students.The project external evaluator Dr. Margaret Lubke is also acknowledged for her efforts inconducting independent evaluation of this program.Bibliography[1] Hathaway, R. S., Naqda, B. A., and Gregerman, S. R., 2002, “The Relationship of Undergraduate Research

Conference Session

NSF Grantees: First Year Programming (2)

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Alark Joshi, University of San Francisco; Gian Bruno; Xornam Apedoe, University of San Francisco; Sophie Engle, University of San Francisco; Sami Rollins, University of San Francisco; Matthew Malensek, University of San Francisco

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Diversity, NSF Grantees Poster Session

Paper ID #30680Engendering Community to Computer Science Freshmen through an EarlyArrival ProgramProf. Alark Joshi, University of San Francisco Alark Joshi is an Associate Professor in the Department of Computer Science at the University of San Francisco. He was a co-PI on the IDoCode project (http://coen.boisestate.edu/cs/idocode/) that led to a change in the landscape of computer science teacher preparation and education in the state of Idaho. Currently, he is a co-PI on the S-STEM proposal focused on engaging students in the local community to enable successful outcomes for them with respect to courses and internships/jobs

Conference Session

NSF Grantees: Diversity 3

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Matthew W. Ohland, Purdue University, West Lafayette; Susan M. Lord, University of San Diego; Richard A. Layton, Rose-Hulman Institute of Technology; Marisa K. Orr, Clemson University; Catherine E. Brawner, Research Triangle Educational Consultants; Russell Andrew Long; Hossein EbrahimNejad, Purdue University at West Lafayette (COE); Hassan Ali Al Yagoub, Purdue University at West Lafayette (COE)

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NSF Grantees Poster Session

- neering. Her evaluation work includes evaluating teamwork models, broadening participation initiatives, and S-STEM and LSAMP programs.Mr. Russell Andrew Long, Russell Long, M.Ed. was the Director of Project Assessment at the Purdue University School of Engineer- ing Education (retired) and is Managing Director of The Multiple-Institution Database for Investigating Engineering Longitudinal Development (MIDFIELD). He has extensive experience in performance fund- ing, large data set analysis, program review, assessment and student services in higher education. One of his greatest strengths lies in analyzing data related to student learning outcomes and, therefore, to im- proving institutional effectiveness. His work with

Conference Session

NSF Grantees: Design

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

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

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NSF Grantees Poster Session

authors and do not necessarily reflect the views of theNational Science Foundation. 6. References [1] S. L. Chu, R. Schlegel, F. Quek, A. Christy, and K. Chen, “‘I Make, Therefore I Am’: The Effects of Curriculum-Aligned Making on Children’s Self-Identity,” in Proc. of the 2017 CHI Conference on Human Factors in Computing Systems, 2017, pp. 109–120. [2] L. Martin, “The Promise of the Maker Movement for Education,” J. Pre-College Eng. Educ. Res., vol. 5, no. 1, Apr. 2015. [3] P. Blikstein and D. Krannich, “The makers’ movement and FabLabs in education: experiences, technologies, and research,” in Proc. of the 12th international conference on interaction design and children, 2013, pp. 613–616. [4] S. Papavlasopoulou, M. N

Conference Session

NSF Grantees Poster Session

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mike Borowczak, University of Central Florida; Andrea Carneal-Burrows Borowczak, University of Central Florida

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NSF Grantees Poster Session

development of cross-disciplinary activities, and the significant reach to thousands of students highlight the transformative po-tential of integrating computing concepts into the broader curriculum. This approach not only enhanceseducators’ abilities to teach computer science but also prepares students for high-demand STEM careersby exposing them to advanced topics in a non-elitist, accessible manner.Works CitedBasu, S., A. Dickes, J. S. Kinnebrew, P. Sengupta, and G. Biswas. 2013. “CTSiM: A Computational Thinking Environment for Learning Science through Simulation and Modeling”Berland, L. K., and B. J. Reiser. 2011. “Classroom communities' adaptations of the practice of scientific argumentation”Blikstein, P. 2013. “Digital fabrication and ‘making

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Jennifer Patten, Temple University; Avi Kaplan; Ruth Ochia, Temple University

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NSF Grantees Poster Session

Paper ID #47276BOARD # 412: NSF RIEF: Enhancing design thinking transfer among undergraduatebioengineering students: A Dynamic Role Identity ApproachJennifer Patten, Temple UniversityDr. Avi Kaplan Avi Kaplan is an Associate Professor of Educational Psychology at Temple University in Philadelphia, PA, USA. Dr. Kaplanˆa C™s research interests focus on student and teacher motivation, self-regulation, and identity development, with a particular interestDr. Ruth Ochia, Temple University Dr. Ruth S. Ochia is a Professor of Instruction with the Bioengineering Department, Temple University, Philadelphia, Pa. Her past research

Conference Session

NSF Grantees Poster Session II

Collection

2025 ASEE Annual Conference & Exposition

Authors

Evelyn Sowells-Boone, North Carolina A&T State University; Ajeka Momoh Friday, North Carolina A&T State University; Pal Dave, North Carolina A&T State University

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Diversity, NSF Grantees Poster Session

, "A literature review on immersive virtual reality in education,"eLearning and Software for Education, vol. 1, pp. 133–141, 2015.[4] C. T. Fosnot, Constructivism: Theory, Perspectives, and Practice, 2nd ed. New York, NY,USA: Teachers College Press, 2013.[5] M. Schcolnik, S. Kol, and J. Abarbanel, "Constructivism in theory and in practice," EnglishTeaching Forum, vol. 44, no. 4, pp. 12–20, 2006.[6] M. P. Driscoll, Psychology of Learning for Instruction, 2nd ed. Boston, MA, USA: Allyn &Bacon, 2000.[7] M. Langley, D. W. Carruth, and M. Denny, "Virtual reality training improves real-world taskperformance in physical therapy and rehabilitation," IEEE Trans. Neural Syst. Rehabil. Eng., vol.24, no. 9, pp. 1041–1050, 2016.[8] G. Martin, J. Clarke

Conference Session

NSF Grantees Poster Session

Collection

2023 ASEE Annual Conference & Exposition

Authors

Hakan Gurocak, Washington State University, Vancouver; Xinghui Zhao, Washington State University, Vancouver; Kristin Lesseig

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NSF Grantees Poster Session

, and R. White, “The internet of things – the future or the end of mechatronics,” Mechatronics, vol. 27, pp. 57 – 74, 2015. [5] P. Eichinger, B. Hofig, and C. Richter, “Education 4.0 for mechatronics – agile and smart,” in 2017 International Conference on Research and Education in Mechatronics (REM), 2017, pp. 1–7. [6] S. Freeman, S. L. Eddy, M. McDonough, M. K. Smith, N. Okoroafor, H. Jordt, and M. P. Wenderoth, “Active learning increases student performance in science, engineering, and mathematics,” Proceedings of the National Academy of Sciences, vol. 111, no. 23, pp. 8410–8415, 2014. [7] J. Gao and J. Hargis, “Promoting teachnology-assisted active learning in computer science eduation,” The Journal of Effective

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

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

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Diversity, NSF Grantees Poster Session

; Plaza, D. (in preparation). Sweetheart Deals: informal promotion practices that produce gendered and racialized workplace inequities in higher education, ADVANCE Journal.Davis, S., Nolen, S., Cheon, N., Moise E., & Hamilton E. (in review). Engineering Climate for Marginalized Groups: Connections to Peer Relations and Engineering Identity.Davis, S., Nolen, S, & Koretsky M. (in preparation A). Shifting Instructional Practices through Co-teaching: A CHAT Analysis of Organizational LearningDavis, S., Nolen, S, & Koretsky M. (in preparation B). Inclusive Excellence: Synergies Between Equity and Student Learning in PracticeEfu, S. I. (2019). Exams as learning tools: A comparison of traditional and collaborative assessment in

Conference Session

NSF Grantees Poster Session

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Diane L. Peters, Kettering University; Elizabeth Gross, Sam Houston State University

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NSF Grantees Poster Session

career and life experiences impact it, with the goal of both understanding andpromoting confidence in the graduate student population.AcknowledgementsThe authors would like to acknowledge the financial support of the National Science Foundation,under Grant #1463825. They would also like to acknowledge the support and contributions ofDr. Shanna Daly, Stacy Mann, and Mark Leshok to the project.References[1] D. L. Peters & S. R. Daly, “The challenge of returning: Transitioning from an engineering career to graduate school,” In American Society of Engineering Education Annual Conference & Exposition, Vancouver, B.C., June 2011.[2] M. L. Strutz, J. E. Cawthorne Jr., D. M. Ferguson, M. T. Carnes, & M. Ohland

Conference Session

NSF Grantees: Student Thought

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; Nicholas D. Fila, Iowa State University of Science and Technology; Justin L. Hess, Purdue University at West Lafayette; Alison J. Kerr, University of Tulsa; Dayoung Kim, Purdue University, West Lafayette; Michael C. Loui, University of Illinois at Urbana - Champaign; Andrew O. Brightman, Purdue University at West Lafayette (COE)

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Diversity, NSF Grantees Poster Session

presented at the conference. In addition, the review of criticalincidents related to RQ2 is ongoing. Future work pertaining to RQ2 will include (1) continuingextracting incidents for all remaining participants, (2) sorting incidents into current themes andcategories, and, as appropriate, defining new themes, and (3) disseminating results in a scholarlyjournal. Finally, RQ3 will seek to identify how Phase 1 and 2 results align with extant theoriesand frameworks utilized in engineering education.Acknowledgement:This material is based upon work supported by the National Science Foundation under Grant No.1737303. Any opinions, findings, and conclusions or recommendations expressed in this materialare those of the author(s) and do not necessarily

Conference Session

NSF Grantees Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Aliye Karabulut Ilgu, Iowa State University; Elizabeth Miller; Suhan Yao, Iowa State University; David A Wehr, Iowa State University; An Chen, Iowa State University; Yelda Turkan, Oregon State University; Amir H. Behzadan, Texas A&M University; Charles T. Jahren P.E., Iowa State University

Tagged Topics

NSF Grantees Poster Session

take ascreenshot (number 12 in the survey), with an average score of 3.33 points. This data correlateswith the qualitative data gained from the “think-aloud” protocol, as well as the functionalitytimeline. This issue is addressed in the above table as well.Users also gave a lower rating to number 15, referring to preference of manipulation of live load.With an average score of 3.67, users did not strongly prefer dragging the live load over the use ofpreset location buttons. This data correlates with other data collected during testing; both loadmanipulation functionalities will be kept.References[1] J. F. Davalos, C. J. Moran, and S. S. Kodkani, “Neoclassical Active Learning Approach for Structural Analysis,” 2003.[2] J. G. Teng, C. Y

Conference Session

NSF Grantees Poster Session

Collection

2019 ASEE Annual Conference & Exposition

Authors

Stephanie Farrell, Rowan University; Rocio C. Chavela Guerra, American Society for Engineering Education; Kacey Beddoes

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Diversity, NSF Grantees Poster Session

multicultural curriculum predict current attitudes and activities," Journal of College Student Development, vol. 51, no. 4, pp. 385-402, 2010.[12] P. Gurin, "Expert Report. "Gratz et al. v. Bollinger, et al." No. 97-75321 (E.D. Mich.); "Grutter, et al. v. Bollinger, et al." No. 97-75928 (E.D. Mich.)," Equity & Excellence in Education, vol. 32, no. 2, pp. 36-62, 09/01/ 1999.[13] S. Hurtado, "Linking diversity and educational purpose: how diversity affects the classroom environment and student development," in Diversity Challenged: Evidence on the Impact of Affirmative Action, G. Orfield, Ed. Cambridge, MA: Harvard Education Publishing Group, 2001, pp. 187-203.[14] C. Herring, "Does diversity pay?: Race